KEiDETfOiPRiND  BiSWOKJC 


BV  15  50  .B3 

Barclay,  Wade  Crawford,  18 

...  The  adult  worker  and  h 
work 


The  Worker  and  His  Work  Series 


A  Correspondence  Study  Course  for 
Sunday  School  Workers 


THE  ADULT  WORKER 
AND  HIS  WORK 


By     ^ 

WADE  CRAWFORD  BARCLAY 

Educational  Director  of  the  Board  of  Sunday  Schools 


Authorized  and  issued  by  the  Board  of  Sunday 
Schools  of  the  Methodist  Episcopal  Church, 
Fifty-Seven  Washington  Street,  Chicago,  Illinois, 
David  G.  Downey,  Corresponding  Secretary, 
IN  co-operation  with  John  T.  McFarland,  Editor  of 
Sunday  School  Publications,  and  with  his  approval. 

Printed  for  the  Board 

4  BY 

JENNINGS  AND  GRAHAM 


Copyright,  1910,  by 
The  Board  of  Sunday-Schools 

OF    THE 

Methodist  Episcopal  Church 


CONTENTS 


Introductory  Chapter. — The  Graded  Sunday-School,  -  7 

I.  The  New  Ideal  for  the  Sunday-School,          -  21 

II.  The  Organized  Adult  Bible  Class,        -        -  -33 

III.  The  Relation  of  the  Organized  Adult  Bible  Class 

TO  the  Sunday-School  and  the  Church,  -  45 

IV.  The  Class  Teacher, 55 

V.  The  Course  of  Study  for  the  Adult  Bible  Class,  69 

VI.  What  the  Teacher  is  About,          -        -        -  -    79 

VII.  Formal  Steps  in  the  Teaching  Process,    -        -  89 

VIII.  Interest  and  Attention, loi 

IX.  Illustrations  in  Teaching,          -        -        -        -  115 

X.  Open  Secrets  of  Successful  Teaching,  -        -  -  127 

XI.  Methods  of  Instruction, 139 

XII.  The  Evangelistic  Aim  in  Teaching,       -        -  -  151 

XIII.  The  Teacher  Come  from  God,    -        -        -        -  161 

XIV.  Religious  Work  of  the  Class,        -        -        -  -  173 
XV.  Winning  Men, 189 

XVI.  Practical  Forms  of  Social  Service,       -        -  -  201 

XVII.  General  Class  Activities,  -        -        -        -        -  209 

XVIII.  Building  and  Maintaining  a  Strong  Class,  -  -  221 

XIX.  Class  Advertising,        ------  233 

XX.  Class  Officers  and  Their  Duties,          -        -  -  247 


Appendix  A. — Model  Constitution,  ....       259 

Appendix  B. — Sample  Printed  Forms,  ....  263 

Index, -,       -        -         271 


INTRODUCTORY  CHAPTER 

THE  GRADED  SUNDAY-SCHOOL 


"Is  it  not  worth  while  to  teach  the  Bible  as  well  as  we 
teach  arithmetic  and  geography,  to  give  as  good  instruction 
in  the  things  of  the  soul  and  the  life  to  come  as  in  those  of 
the  counting  house  and  commerce?" — Burton  and  Mathews. 

"The  new  system  is  the  result  of  developments  that  have 
been  in  process  for  many  years  in  the  educational  world. 
The  principles  of  the  new  education  have  been  recognized 
and  followed  in  the  public  schools  for  a  good  while;  their 
recognition  in  the  Sunday-school  has  come  tardily,  but  can 
not  be  any  longer  postponed.  It  is  not  worth  while  to  quarrel 
with  a  necessity." — /.  T.  McFarland. 

"The  Bible  has  something  of  that  infinite  variety  thc^t 
meets  us  in  nature.  It  is  pre-eminently  a  Book  created  out 
of  human  life.  It  reflects  everywhere  this  life,  and  its  cease- 
less change,  its  exhaustless  variety  of  experience,  its  deep 
under-tones  of  mystery  and  sorrow,  the  tragedies  and  sins 
and  toils  of  man,  the  play  and  interplay  of  souls,  the  sweep 
of  empires,  the  rise  and  growth  and  fall  of  nations.  Such  a 
Book  can  not  be  measured  ofif  and  divided  by  hard-and-fast 
rules  into  uniform  lessons,  without  two  results :  first,  a  faulty 
and  forced  interpretation  of  its  selected  passages ;  and  second, 
a  superficial  and  unworthy  conception  of  the  Book  as  a  whole." 
— Pascal  Narrower. 


INTRODUCTORY    CHAPTER 
THE  GRADED  SUNDAY-SCHOOL 

I.     Standard  of  Organization 

I.  The  Purpose  of  Organization.  Organization  is 
simply  a  means  to  an  end.  Given  a  certain  situation,  the 
Sunday-school  should  adopt  such  form  of  organization  as 
will  best  enable  it  to  adapt  itself  to  that  situation  and  to 
Conditions  accomplish  the  ends  for  which  it  exists.  If  the 
Determine  school  meets  in  a  little  country  school-house,  has 
Details  of  one  teacher,  one  class,  and  an  enrollment  of  hf- 
Organization  ^^^^  persons,  it  will  not  be  aided  in  doing  its 
work  by  adopting  the  complicated  organization  demanded 
by  the  city  school  of  a  thousand  members.  But  even  the 
smallest  and  weakest  frontier  school  may,  in  a  simple  or- 
ganization suited  to  its  situation  and  its  needs,  recognize 
the  fundamental  principles  which  make  its  big  brother  of 
the  highest  educational  and  religious  efficiency.  Conditions 
vary  so  widely  in  different  schools  that  it  is  impossible  to 
suggest  a  form  of  organization  suited  to  all.  Each  school 
will  do  best  by  acquainting  itself  thoroughly  with  the  high- 
est ideals  in  Sunday-school  work;  then,  having  adopted  a 
working  plan  suited  to  its  situation,  it  may  gradually  advance 
toward  the  ideal. 

In  adopting  a  form  of  organization  and  in  planning  the 
work,  the  teaching  function  of  the  school  should  always  be 
kept  in  the  forefront.  It  must  ever  be  remembered  that  the 
Sunday-school  exists  as  "the  teaching  agency  of  the  Church, 
obeying  the  Master's  command,  'Go,  teach.' " 

2 

/ 


8  THE  ADULT  WORKER  AND  HIS  WORK 

2.  The  Ideal  Standard.  So  far  as  possible,  every  Sunday- 
school  should  attain  to  the  following  ideal  of  organization: 

(i)  The   Sunday-school   fully  graded.      (For  complete 
statement  on  graded  organization  see  pp.  13,  14.) 

(2)  A   Cradle  Roll. 

(3)  A  Home  Department. 

(4)  A  Teacher-Training  Department. 

(5)  Organized  Adult  Classes. 

(6)  A  Sunday-school  Missionary  Organization. 

(7)  A  Sunday-school  Temperance  Organization. 

(8)  Regular  meeting  of  the   Sunday-school  Board. 

3.  Officers  Necessary  to  Realize  this  Ideal.  We  sug- 
gest as  advisable,  in  order  to  realize  this  ideal  of  organiza- 
tion and  all  that  it  implies,  to  have  at  least  the  following 
officers :  Superintendent ;  an  Assistant  Superintendent,  who 
shall  be  Director  of  Graded  Instruction;  a  second  Assistant 
Superintendent,  who  shall  be  Director  of  Teacher-Training; 
in  large  schools.  Superintendents  of  various  departments, 
as  Superintendent  of  the  Primary  Department,  Superin- 
tendent of  the  Junior  Department,  etc. ;  Superintendent  of 
the  Home  Department;  Superintendent  of  the  Cradle  Roll; 
Secretary;  en  Assistant  Secretary,  who  shall  be  Secretary 
of  Enrollment  and  Classification;  Treasurer;  Organist; 
Chorister ;  one  or  more  Librarians  ;  Ushers ;  and  various  Com- 
mittees, of  which  one  should  be  the  Quarterly  Conference 
Committee  on  Sunday-schools  required  by  the  Discipline,  and 
another  a  Committee  on  Sunday-school  Evangelism. 

4.  The  Relation  of  the  Pastor  to  the  Sunday-school. 
Since  the  Sunday-school  is  integrally  a  part  of  the  Church, 
the  pastor  is  as  truly  pastor  of  the  Sunday-school  as  of 
the  Church  itself.  Methodist  Episcopal  Church  poHty  recog- 
nizes this  and  makes  the  pastor  the  executive  head  of  the 
Sunday-school,  and  clearly  defines  his  prerogatives  as  such. 
This  relation  should  be  cordially  recognized  by  officers  and 
schools,  and  every  facility  afforded  the  pastor  to  exercise 
a  helpful  and  fruitful  ministry  in  that  department  of  the 
Church  which  offers  him  his  largest  spiritual  opportunity. 


THE  GRADED   SUNDAY-SCHOOL  9 

II.    The  Graded  School 

I.     What  is   a   Graded   School?     There  are  very   few 

schools  that  have  not  from  the  beginning  made  some  approach 

to  grading.    Seldom,  indeed,  is  a  school  found  which  does  not 

separate  the  gray  heads  from  the  curly  locks.     Not  only  are 

classes   formed,  as   a  rule,  with  a  more  or  less 
All  Schools  .   ,  '  ,  , 

Are  to  Some  successful  attempt  to  group  together  those  ot  ap- 
Extent  proximately  the   same  age,  but  the  lesson  helps 

Graded  commonly   furnished   bear   titles   such   as   Inter- 

Schoois  mediate  Quarterly,  Senior  Quarterly,  which  thus 

recognize  the  different  departments,  from  beginners  to  adults. 
Thus  it  would  seem  at  first  glance  that  the  average  school  has 
been  graded,  both  as  to  pupils  and  as  to  lesson  material.  But 
as  a  matter  of  fact,  this  is  only  a  seeming  gradation.  Age 
alone  is  not  a  proper  basis  for  grading  pupils.  As  for  the 
curriculum,  since  all  lesson  helps  of  the  uniform  series  use 
the  same  lesson  material  for  all  ages,  and  presuppose  almost 
entirely  the  same  teaching  methods  for  all,  they  can  be  said 
to  be  graded  only  in  name. 

In  order  that  a  school  may  be  properly  and  successfully 
graded,  there  must  be,  in  both  theory  and  practice,  full  recog- 
nition of  the  following  principles: 

(a)  The  members  of  the  school  must  be  graded  first  into 
^  general  divisions  suggested  by  the  natural  periods 
Completely  of  human  life,  and  secondly,  into  classes  upon 
Graded  the  basis  of  age,  physical  development,  and  mental 
School  capacity. 

(b)  The  curriculum  must  be  so  planned  as  to  suit  the 
lessons  to  the  mental  powers,  the  interests,  and  the  spiritual 
needs  of  the  pupils. 

(c)  The  teaching  methods  used  must  likewise  be  deter- 
mined by  and  suited  to  the  mental  development  and  spiritual 
needs  of  the  learners. 

(d)  Promotions  from  class  to  class  and  from  department 
to  department  must  be  upon  the  basis  of  a  standard  which  has 


TO  THE  ADULT  WORKER  AND  HIS  WORK 

regard  both  to  proficiency  in  the  curriculum,  and  to  age  and 
physical,  mental,  and  spiritual  development. 

2.  The  Necessity  of  Grading.  If  the  Sunday-school  is 
to  realize  its  highest  possibilities,  grading  is  not  a  matter 
of  opinion  or  choice,  but  a  necessity.  This  by  no  means  de- 
clares other  methods  a  failure ;  "it  recognizes  the  good  already 
attained,  while  it  seeks  a  higher  good."  Grading  rests  upon 
these  established  principles: 

(a)  Human  life  is  by  nature  marked  off  into  certain  clearly 
defined  periods.  A  human  being  is  a  developing  creature  with 
needs   different   in   different   periods   of   his    developing   life. 

Grading  is  a  recognition  of  this  fact.  No 
God  First  Sunday-school  consists  of  pupils  all  of  one  age ; 
Human  Life     ^"^ther,  it  is  made  up  of  people  of  all  ages,  and 

in  all  stages  of  physical,  mental,  and  spiritual 
growth.  Grading  is  the  means  of  adaptation  to  these  existing 
facts.  It  is  a  commonplace  of  child-study  to-day  that  at 
one  period  play  is  a  dominating  interest ;  an  another,  memory 
power  reaches  its  culmination;  at  another,  biography  makes 
its  strongest  appeal ;  at  still  another,  "the  chivalric  ideals  and 
great  altruistic  principles  of  Christianity  appeal  with  almost 
irresistible  force."  The  aptitudes,  the  needs,  the  interests  of 
the  different  periods  can  only  be  met  and  taken  advantage 
of  by  a  graded  system. 

(b)  In  all  teaching  the  mind  of  the  learner  is  now  the 
point  of  departure.    Teaching  has  to  do  with  two  principals, 

the  learner  and  the  truth  to  be  taught.  In  the 
HasVe^rd  Sunday-school  in  the  past  almost  all  emphasis 
First  to  the  has  been  placed  upon  the  body  of  material  to  be 
Being  Who  taught.  The  lesson  system  has  been  planned 
^tobe  almost   entirely  with   regard  to   the  Bible.     But 

the  science  of  pedagogy  has  been  coming  more 
and  more  to  hold  that  effective  teaching  must  regard  first  the 
mind  of  the  learner,  and  consider  the  teaching  material  as  a 
means  of  reaching  desired  ends.  As  soon  as  this  point  of  view 
is  adopted,  grading  of  the  lesson  material  becomes  necessary. 


THE  GRADED   SUNDAY-SCHOOL  ii 

Only  this  secures  the  presentation  of  the  different  parts  of  the 
Bible  at  the  time  at  which  they  severally  make  their  strongest 
and  most  effective  appeal.  The  application  of  this  principle 
would  make  forever  impossible  the  presentation  to  the  minds 
of  little  children  of  lesson  material  which  is  fitted  to  test  the 
intellectual  acumen  of  college  graduates. 

(c)  The  Bible  itself  is  best  studied  in  the  order  of  its 
development.  The  uniform  lesson  system  ignores  both  the 
fact  that  the  Bible  is  a  body  of  sacred  literature  which  de- 

_.„  veloped  slowly  through  long  centuries,  and  that 

Different  .     .  ,      ,  ,  • 

Parts  of  the  ^^  ^^  ^  gradual  and  progressive  revelation  of  the 

Bible  Repre-  purpose  and  will  of  God  concerning  men.i     The 

sent  Peri-  graded  system  is  fitted  to  give  due  emphasis  to 

ods  of  De-  i^Q^j^  Qf  ^jjggg  f^^^g^  ^  graded  course  of  study, 
velopment  .  ,        t-.m  i  •      n       •        i  i         • 

presenting  the   Bible  practically  m  the   order   in 

which  it  came  into  existence,  which  order  is  singularly  fitted  to 
the  periods  of  mental  growth,  will  give  to  the  person  who  takes 
the  course  a  complete  and  connected  knowledge  of  the  Scrip- 
tures and  their  teaching  quite  impossible  of  impartation  by 
means  of  the  fragmentary,  patch-work  method  of  the  uni- 
form system. 

3.  Objections  to  Grading.  It  may  be  well  to  consider 
briefly  the  most  common  objections  made  to  grading  the 
Sunday-school.     It  is  objected  that: 

(a)  Grading  will  do  away  with  uniformity;  that  is,  the 
use  of  the  same  lesson  by  the  whole  school  and  by  all  schools 
throughout  the  world.  There  can  be  no  doubt  that  the  uni- 
form lesson  system  was  at  the  time  of  its  inauguration  a 
great  improvement  over  the  previous  lack  of  system,  and 
that    it    has    been    attended    by    many    benefits    and    advan- 


*  "  If  the  Bible  is  the  history  of  a  progressive  revelation,  and  if,  for  this 
reason,  it  yields  its  best  results  alike  intellectually  and  religiously  when  it  is 
studied  with  due  reference  to  the  relation  of  part  to  part,  and  to  the  unfolding  of 
the  great  divine  plan  and  revelation  that  runs  through  it,  then  we  shall  give  our 
suffrages  to  the  graded  curriculum  in  preference  to  the  system  of  uniformity." 
— Burton  and  Mathews,  Principles  and  Ideals  for  the  Sunday-School,  p.  130. 


12  THE  ADULT  WORKER  AND  HIS  WORK 

tages.  It  marked  a  distinct  stage  of  advance  in  Sunday- 
school  development,  but  it  has  served  its  day  and  must  now 
give  way  in  order  that  the  Sunday-school  may  become  still 
more  efficient.  We  can  ever  afford  to  discard  a  good  for 
a  still  greater  good.  The  uniform  lesson  idea  appeals  to  senti- 
ment, but  it  is  easily  discernible  that  the  strongest  influence 
in  its  favor  at  present  is  that  growing  out  of  the  fact  that 
it  has  been  financially  remunerative.  Surely  all  will  concede 
that  neither  mere  sentiment  nor  financial  gain  should  be 
allowed  to  stand  in  the  way  of  the  Sunday-school  becoming 
a  greater  power  for  religion  and  morals. 

(b)  Grading  requires  specialists.  This  objection,  frequently 
made,  is  not  valid.  The  untrained  teacher  has  at  least  as 
much  chance  of  doing  good  work  in  a  graded  as  in  an  un- 
graded school.  The  lesson  material  making  a  stronger  appeal 
to  the  interests  of  the  pupils  is  easier  to  handle.  Moreover, 
the  assignment  of  a  teacher  to  a  certain  grade  makes  it 
possible  for  him  to  become  a  specialist  by  attaining  mastery 
in  that  particular  field.^ 

(c)  It  is  too  difUcult  to  effect  a  change.  The  difficulties 
are  likely  to  be  unduly  magnified.  A  graded  system  may 
be  introduced  so  gradually  as  to  occasion  little  notice  or 
difficulty.  When  the  advantages  of  a  graded  school  are  fully 
realized,  ways  may  be  found  to  overcome  what  difficulties 
really  exist.  It  is  only  necessary  that  the  plan  be  clearly 
understood  by  those  intimately  concerned  in  necessary  changes, 
and  that  they  be  brought  to  realize  the  force  of  the  reasons 
demanding  the  changes.^ 


1"  See  how  the  primary  teachers  grow ;  they  are  head  and  shoulders  above 
the  rest  jn  organization,  in  printed  helps,  in  sheer  pedagogic  efficiency, — why? 
Because  they  have  accepted  a  narrow  location,  an  age  limit  of  pupils,  and 
maintained  it  through  the  years.  They  have  done  the  same  kind  of  work  over 
and  over  again ;  of  course,  they  have  grown  efficient." — E.  M.  Fergusson. 

8  "  Failures  have  come  only  when  the  attempt  has  been  made  to  force  on 
the  school  some  mechanical  contrivance  in  a  mechanical  manner.  Let  the 
principle  and  plan  be  fuxly  understood  by  all  workers." — H.  F.  Cofe. 

2 


THE  GRADED   SUNDAY-SCHOOL  13 

4.    Plan  of  Graded  Organization. 

(a)  The  Natural  Divisions  of  Human  Life.  The  great 
primary  divisions  of  human  life  have  always  been  recog- 
nized,— childhood,  the  period  of  subjection,  imitation,  recep- 
tivity; youth,  the  period  of  awakening  powers;  manhood,  the 
period  of  developed  powers.  Psychology,  and  especially  child- 
study,  has  made  equally  clear  secondary  periods  which,  ex- 
pressed in  terms  of  age,  are  from  one  to  three,  three  to 
n    A,,-         seven,  seven  to  nine,  nine  to  twelve  or  thirteen, 

Lrrading  is  '  . 

Working  in  thirteen  to  sixteen  or  seventeen.  The  age  divi- 
Harmony  sion  differs  with  the  sexes,  the  male  sex  develop- 
with  God  -j^g  more  slowly.  Even  within  sex  limits  the 
periods  vary  with  individuals,  dependent  upon  the  rapidity 
or  tardiness  of  the  physical,  mental,  and  spiritual  develop- 
ment. This  fact  makes  the  age  standard  alone  an  unsatis- 
factory one.  These  natural  divisions,  or  periods,  of  human 
life  form  the  basis  of  the  organization  of  the  graded  Sunday- 
school. 

(b)  The  Divisions  of  the  Sunday-school.  On  the  fore- 
going basis,  the  graded  Sunday-school  has  the  following 
divisions : 

Age  Public  School  Grade 

Cradle  Roll    

Beginner's  Department 3 

4 

5 
Primary  Department  6  i 

7  2 

8  3 
Junior  Department    9  4 

10  5 

11  6 

12  7 
Intermediate  Department 13  8 

14  9 

15  10 


14  THE  ADULT  WORKER  AND  HIS  WORK 

Age  Public  School  Grade 

Senior  Department    i6  ii 

17  12 

18 

Adult   Department    (over   18)  : 

a.  Organized  Adult  Bible  Classes. 

b.  Teacher  Training  Department. 
Home  Department. 

[Note:  Some  authorities  would  include  pupils  16  years 
old  in  the  Intermediate  Department ;  make  the  Senior  Depart- 
ment to  consist  of  those  17,  18,  19,  and  20,  and  the  Adult  De- 
partment to  include  those  over  20.] 

III.    Administration  of  the  Graded  School 

In  administration,  again,  to  a  certain  extent,  each  school 
must  work  out  its  own  problems.  Often  the  inadequate 
facilities  for  school  work  afforded  by  the  church  building 
Principles  to  ^^''ces  a  modification  or  entire  change  of  plans 
beRecog-  which.  Under  more  favorable  conditions,  would 
nized  in  Ad-  be  of  the  highest  standard.  Only  general  prin- 
ministration  ^iples  may  be  enunciated.  These  should  be  re- 
garded in  practice  to  the  largest  extent  which  local  condi- 
tions  allow. 

I.  Each  department  of  the  school  should  have  its 
own  room.  This  arrangement  promotes  an  ideal  organiza- 
tion and  administration  of  the  graded  curriculum,  and  is 
Separate  greatly  to  be  desired  wherever  it  is  possible,  al- 
Rooms  for  though  in  most  schools,  as  at  present  situated, 
Departments  it  is,  of  course,  impracticable.  These  depart- 
and  Classes  jngn^al  rooms  should  be  so  planned  as  to  allow 
the  placing  of  the  various  grades  in  separate  rooms.  For 
example,  the  Primary  room  should  be  so  planned  as  to  be 
easily  subdivided  into  three  smaller  rooms,  one  for  each 
grade.  In  the  Beginner's,  Primary,  and  Junior  Departments 
the  grade  may  constitute  the  class  unit,  but  in  the  Intermediate 
Department  each  grade  should  be  subdivided  into  classes,  thus 


THE  GRADED   SUNDAY-SCHOOL  15 

placing  a  smaller  number  of  pupils  under  the  care  of  a  teacher 
and  allowing  an  opportunity  for  that  close,  personal  association 
which  is  so  essential  during  the  crucial  years  of  adolescence. 
The  Intermediate  room  should,  therefore,  be  large  enough  to 
allow  a  separate  class  room  for  each  class. 

It  is  quite  impossible  for  the  grade  or  class  to  do  its  best 
work  without  a  room  to  itself.  Where  this  can  not  be, 
each  class  should  be  shut  off  by  screens  or  other  temporary 
partitions.  In  some  cases,  heavy  curtains  may  be  used  to 
advantage. 

2.  The  school  should  meet  together  for  brief  opening 
exercises.  An  assembly  room  should  be  used  to  assemble 
the  entire  school  at  the  opening  or  closing  of  the  school  ses- 
.  ^  .  sion.  An  exception  may  well  be  made  of  the 
Service  for  Beginner's  Department  and  the  Primary  Depart- 
the  Entire  ment.  There  is  not  unanimity  of  judgment  on 
School  ^j^jg  subject,  some  advocating  that  each  depart- 
ment hold  its  own  opening  and  closing  exercises.  We  hold  to 
the  former  plan.  This  gives  a  sense  of  unity,  and  binds  the 
various  departments  and  organized  classes  to  the  school  and  to 
the  church  in  a  manner  highly  desirable.  These  exercises 
should  be  very  brief,  much  more  so  than  they  usually  are  at 
present — as  a  rule,  not  more  than  fifteen  minutes  should  be 
used  in  this  way,  in  order  that  the  all  too  brief  teaching  period 
may  be  lengthened  as  much  as  possible.  The  first  essential 
of  these  exercises  is  promptness  in  beginning;  the  superin- 
tendent and  chorister  should  be  in  their  places  exactly  on 
time  to  open  the  school — better  five  minutes  early  than  one 
minute  late.  A  primary  purpose  of  these  exercises  is  worship, 
hence  reverence  must  be  cultivated.  The  manner  of  con- 
ducting the  exercises,  the  hymns  used,  the  words  of  the 
leader — all  should  combine  to  induce  the  spirit  of  reverence 
and  worship. 

3.  In  general,  teachers  should  remain  in  charge  of 
the  same  grade.  The  question  as  to  whether  the  teacher 
should    remain    in    one    grade    or    advance    from    grade    to 


i6  THE  ADULT  WORKER  AND  HIS  WORK 

grade  with  the  class,  has  been  sharply  debated  in  literature 
and  convention.  In  general,  there  can  be  little  question  as 
to  the  advisability  of  the  teacher  remaining  stationary.  As 
stated  above,  it  enables  the  teacher  to  become  a  specialist 
in  some  one  particular  field.  Sunday-school  teachers  are  busy 
people,  and  can  neither  be  required  nor  expected  to  thoroughly 
acquaint  themselves  w^ith  the  entire  field  of  Sunday-school 
instruction  and  life.  They  may,  however,  reasonably  be  ex- 
pected in  time  to  become  adept  in  the  field  of  some  one 
department   or   grade.     The   objection   is    made,    that   under 

the  old  system  the  class  became  attached  to  the 
Teachers  teacher  and  thus  by  the  bond  of  personal  affec- 

Grades  ^^^^^  were  held  to  the   Sunday-school.     But  did 

it  always  work  out  so  happily?  As  a  recent 
writer  puts  it :  "Suppose  the  teacher  goes  into  heaven,  into 
matrimony,  or  elsewhere.  Where  will  the  class  go?  They 
will  go,  be  very  sure  of  that."  Whatever  weight  this  argu- 
ment has  is  counterbalanced  by  the  fact  that  passing  from 
one  teacher  to  another  aids  in  giving  the  pupils  a  distinct 
sense  of  advance,  and  by  so  doing  promotes  interest  and 
effort. 

An  exception  to  this  general  rule  may  be  made  in  the 
Intermediate  and  Senior  Departments.  Here  a  teacher  who 
has  shown  himself  capable  of  interesting  and  influencing  the 
boys  or  girls  should  be  allowed  to  continue  with  the  same 
class  through  the  three  grades  of  the  department.  Confidence 
of  the  pupils  in  their  teacher,  personal  friendship,  an  inti- 
mate acquaintanceship  of  the  teacher  with  the  pupils,  are 
at  this  period  indispensable.  These  can  only  exist  as  teacher 
and  class  may  be  together  for  more  than  one  year.  But  this 
continuance  of  the  same  teacher  with  the  class  should  not 
extend  beyond  the  limits  of  the  department. 

How  important,  in  view  of  the  light  shed  in  recent  years 
upon  the  period  of  adolescence,  that  the  teacher  who  is  to 
be  entrusted  with  the  moral  and  religious  guidance  of  young 
people  of  this  age  have  an  intimate  acquaintanceship   with 


THE  GRADED   SUNDAY-SCHOOL  17 

the  most  important  literature  on  the  subject,  such  an  ac- 
quaintanceship as  can  only  be  attained  by  giving  exclusive 
attention  to  this  one  department!  The  age  is,  by  common 
consent,  difficult  to  deal  with.  How  important,  again,  that 
a  man  who  has  come  through  experience  to  understand  and 
sympathize  with  adolescent  boys,  and  has  attained  power  to 
lead  and  mold  them,  be  allowed  the  opportunity  to  exercise 
continuously  this  much-needed  ministry ! 

4.  The  best  possible  facilities  and  equipment  should 
be  provided.  Altogether  too  little  attention  has  been  paid 
in  the  past  to  adequate  facilities  for  the  work  of  the  Sunday- 
Adeauate  school.  In  plans  of  architects  and  committees, 
Building  and  the  requirements  of  the  Sunday-school  have  been 
Equipment  to  ignored  or  given,  at  the  best,  slight  considera- 
be  Provided  ^-^^^^  Along  with  increased  interest  in  the  Sun- 
day-school and  improved  methods  must  go  better  facilities 
and  more  complete  equipment.  Sunday-school  workers  them- 
selves have  a  right  to  be  heard  from  upon  this  subject, 
and  should  insist  on  the  Sunday-school  being  provided  for 
in  accord  with  its  importance  to  the  Church  and  the  kingdom. 
Some  large  Sunday-schools  now  have  a  building  all  their 
own,  especially  designed  for  Sunday-school  work  and  elabo- 
rately equipped.  This  is  as  it  should  be.  No  longer  should 
any  Sunday-school  be  compelled  to  carry  on  its  work  in  one 
room  of  a  large  church,  and  that  a  dark,  damp,  ill-furnished 
basement. 

Careful  attention  should  be  given  to  securing  graded  equip- 
ment, proper  text -books  in  sufficient  number,  and  teachers 
who  have  been  prepared  for  their  work.  It  would  be  imwise 
for  any  school  to  endeavor  to  introduce  a  graded  curriculum 
without  attention  being  paid  to  these  essentials. 

Lesson  Outline: 

I.    Standard  of  Organization. 

1.  Purpose  in  organization. 

2.  The  ideal  standard. 

3.  Officers  necessary. 

4.  The  relation  of  the  pastor  to  the  Sunday-school. 


i8  THE  ADULT  WORKER  AND  HIS  WORK 

n.   The  Graded  School. 

1.  What  is  a  graded  school? 

2.  The  necessity  of  grading. 

3.  Objections  to  grading. 

4.  Plan  of  graded  organization. 

5.  The  administration  of  the  graded  school. 

Bibliography: 

Burton  and   Mathews,  "Principles   and   Ideals   for  the 

Sunday-school." 
Home,  "The  Psychological  Principles  of  Education." 
Meyer,   "The  Graded   Sunday-school   in   Principle   and 

Practice." 

Topics  for  Advanced  Study: 

1.  A  study  of  some  graded  schools. 

2.  Proper  age  limits  of  the  Senior  Department. 

3.  Sunday-school  architecture. 

Topics  for  Class  Discussion: 

1.  The  essential  purpose  in  Sunday-school  organization. 

2.  What  are  the  elements  in  an  ideal  standard  of  or- 

ganization ? 

3.  What  officers  are  necessary  to  realize  the  standard 

named  ? 

4.  What  is  the  position  of  the  pastor  in  the  Sunday- 

school  ? 

5.  What  principles  are  essential  in  order  that  a  school 

may  be  fully  graded  ? 

6.  What  reasons  make  grading  necessary  to  the  best 

work  ? 

7.  State  and  answer  the  common  objections  to  grading. 

8.  Name   the   divisions   or   departments   of   a   graded 

school. 


CHAPTER  I 

THE  NEW  IDEAL  FOR  THE  SUNDAY- 
SCHOOL 


"Young  children  and  scholars  are  the  seed  and  the  source 
of  the  Church." — Martin  Luther. 

"No  other  institution  of  our  age  shows  such  a  chasm  be- 
tween possibility  and  performance  as  the  Sunday-school.  No 
other  has  such  vast  powers  latent  and  unused." — William  H. 
P.  Fauncc. 

"It  is  safe  to  say,  and  this  without  reservation,  that  the 
most  fundamental  problem  in  America  to-day  is  the  problem 
of  religious  education,  because  this  lies  at  the  roots  of  all 
else — political,  social,  and  theological." — Charles  Foster  Kent. 

"The  term  education  must  mean  a  gradual  adjustment  to 
the  spiritual  possessions  of  the  race.  Those  possessions  may 
be  variously  classified,  but  they  are  certainly  at  least  five- 
fold. The  child  is  entitled  to  his  scientific  inheritance,  to 
his  literary  inheritance,  to  his  aesthetic  inheritance,  to  his 
institutional  inheritance,  and  to  his  religious  inheritance. 
Without  them  he  cannot  become  a  truly  educated  or  civi- 
lized man." — Nicholas  Murray  Butler. 


CHAPTER  I 
THE  NEW  IDEAL  FOR  THE  SUNDAY-SCHOOL 

I.    Contributing  Factors 

I.  A  new  realization  o£  the  effectiveness  o£  the  Sun- 
day-school as  a  religious  agency.  A  distinctively  new 
realization  of  the  effective  service  rendered  by  the  Sunday- 
school  to  the  cause  of  religion  is  now  manifest  throughout 
The  Church's  ^"^  ^^^  ^^^  Other  Churches.  The  Church  has 
Converts  awakened  to  the  astonishing  fact  that  while  her 

Come  from  emphasis  has  been  placed  almost  entirely  upon 
the  Sunday-  ^dult  conversion,  and  her  evangelistic  efforts  in- 
vested almost  wholly  in  behalf  of  adults,  eighty- 
five  out  of  every  hundred  of  her  accessions  to  membership 
have  come  from  the  children  and  youth  of  the  Sunday-school. 
Studies  in  investigation  of  that  statement  have  not  only  verified 
it,  but  have  shown  that,  in  addition,  seventy-five  of  every  hun- 
dred of  our  churches  were  first  organized  as  Sunday-schools, 
and  ninety  of  every  hundred  of  our  ministers  came  up  through 
the  Sunday-school  into  the  ministry.  Moreover,  that  these 
results  are  in  accord  with  fixed  and  definite  spiritual  laws 
has  been  demonstrated  by  the  scientific  study  of  human  nature 
and  its  development  during  childhood  and  youth,  and  a  care- 
ful study  of  the  phenomena  of  conversion  among  a  consider- 
erable  number  of  people  of  all  ages  and  all  denominations. 
Early  youth,  or  the  period  of  adolescence,  as  it  is  technically 
called,  has  without  question  been  demonstrated  to  be  the  most 
spiritually  fruitful  period  of  human  life.  A  religious  leader 
spoke  not  alone  for  himself,  but  as  the  spokesman  for  the 
whole  Church,  when  he  said  recently:  "Some  of  us  have 
been   pessimistically   bemoaning   the   passing   of  the   revival, 

21  * 


22  THE  ADULT  WORKER  AND  HIS  WORK 

when  we  need  only  to  open  our  eyes  to  see  the  greatest 
revival  of  the  ages  going  on  in  our  Sunday-schools,  where 
boys  and  girls  are  spontaneously  awaking  to  spiritual  realities 
and  to  a  sense  of  their  own  spiritual  life  and  relationship 
to  God."  Another  describes  what  has  been  taking  place  as 
"Methodism's  New  Awakening,''^  and  says:  "It  is  not  diffi- 
cult, then,  to  see  where  the  hope  of  the  Church  lies.  The 
source  of  supply  is  at  her  very  door,  under  her  own  control, 
and  susceptible  of  unlimited  development.  .  .  .  Methodism's 
new  awakening,  then,  is  to  the  importance  of  the  Sunday- 
school  as  the  Church's  most  productive  enterprise  and  its 
most  precious  asset."  This  realization  of  the  effectiveness  of 
the  Sunday-school  as  a  religious  agency  is  just  now  more  and 
more  becoming  a  compelling  power  in  the  thought  and  pur- 
pose of  the  Church. 

2.  The  new  conception  of  the  Sunday-school  as  the 
Church  Bible  School.  The  Sunday-school  began,  and,  for 
the  most  part,  has  continued  to  the  present  day,  as  an  insti- 
The  Sunday-  tution  for  children.  Nearly  every  Sunday-school 
School  is  Not  has  had,  as  a  matter  of  course,  one  or  more 
the  Children's  classes  of  adults,  but  there  has  been  no  general 
Church  Qj.  aggressive  movement  to  increase  their  numbers. 

Sometimes,  in  a  perfunctory  manner,  the  congregation  would 
be  urged  to  attend  the  Sunday-school,  but  generally  the  motive 
named  was  "in  order  to  encourage  the  children."  Without 
doubt  the  meaning  and  association  of  the  term  in  the  popular 
mind  has  been  such  that  it  never  occurred  to  many  men  and 
women  that  they  ought  to  have  a  place  in  the  Sunday-school 
for  their  own  sakes. 

Various  influences  have  operated  to  change  all  this.  It 
is  recognized  that  any  division  between  the  Sunday-school  and 
the  Church  itself  tending  to  make  the  one  exclusively  for 
children  and  the  other  for  adults  is  fatal  to  vital  interests 
of  both.  If  children,  when  they  are  grown,  are  to  be  identified 
with  the  Church,  then  the  Church  must  have  a  place  in  their 


1  Editorial  in  the  Northwestern  Christian  Advocate,  July  21,  1909. 


NEW  IDEAL  FOR  THE  SUNDAY-SCHOOL         23 

lives  as  children.  "The  substitution  of  attendance  at  Sunday- 
school  for  public  worship  tends  to  prevent  the  child  from 
realizing  his  unity  with  the  whole  Church."  The  Church 
can  not  do  without  the  children.  Neither  can  the  Sunday- 
school  do  its  best  work  for  childhood  without  the  presence 
of  adults  in  large  numbers  as  members  and  participants. 
Again,  we  have  witnessed  in  recent  years  a  revival  of  in- 
terest in  Bible  study.  But  the  presence  of  general  reading 
matter,  and  changes  in  home  life  due  to  modern  conditions, 
have  crowded  the  Bible  out  of  its  former  place  in  the  home. 
The  Church  must  supply  the  opportunity  and  means  for  Bible 
study  on  the  part  of  its  people.  The  natural  place  is  the 
Sunday-school.  Yet  again,  the  teaching  function  of  the  Church 
is  being  magnified.  It  is  not  enough,  the  leaders  of  the 
Church  have  been  saying,  for  the  Church  to  minister  to  the 
need  for  worship,  and  the  need  for  comfort  and  spiritual 
edification;  the  Church  must  also  instruct  her  people  in 
ethics,  morals,  social  duties,  and  good  citizenship.  How  and 
where  can  this  be  done  so  effectively  as  by  utilizing  the 
undeveloped  possibilities  of  the  school  which  the  Church 
already  has  as  a  part  of  her  machinery? 

These  and  other  influences  have  created  the  new  concep- 
tion of  the  Sunday-school  as  the  Church  Bible  school.  With- 
out minifying  or  diminishing  its  work  for  childhood,  its 
activities  and  its  program  are  to  be  broadened  to  embrace  the 
whole  Church;  it  is  to  become,  in  fact,  the  Church  organized 
for  the  study  of  the  Bible. 

3.  A  new  realization  of  the  importance  of  the  Sunday- 
school  as  the  chief  agency  of  religious  education  in  the 
Religious  nation.  Gratifying,  indeed,  to  religious  people 
Development  must  be  the  increased  emphasis  being  placed  by 
Indispen-  leading  American  educators  upon  the  importance 
sable  to  True  q£  ^^^  moral  and  religious  elements  in  education. 
Education  -^^y^y.  before  so  clearly,  and  never  before  so  al- 
most universally,  has  religious  development  been  recognized  as 
fundamentally  a  part  of  all  true  education.    Man  is  a  religious 


24  THE  ADULT  WORKER  AND  HIS  WORK 

being,  is  the  dictum  both  of  faith  and  of  science.  Any 
education,  therefore,  which  ignores  religion  is  incomplete. 
No  man  can  possibly  be  said  to  be  a  truly  educated  man 
whose  religious  nature  has  remained  undeveloped. 

Curiously  enough,  side  by  side  with  this  growing  recog- 
nition of  the  religious  nature,  there  has  been  going  on  in  our 
own  country  a  movement  resulting  in  the  increasing  neglect 
The  Decline  °^  religious  instruction,  namely,  the  gradual  with- 
of  Religious  drawal  of  the  State  from  participation  in  all  re- 
instruction  ligious  exercises.  The  situation,  as  it  affects  re- 
s"  h^*!^"''^**^  ligious  instruction,  is  thus  stated  by  President 
Faunce,  of  Brown  University:  "The  American 
State  has  consented  to  drop  out  of  education  all  attempt  at 
religious  instruction,  a  change  almost  as  far-reaching  as  the 
elimination  of  slavery  from  our  economic  life.  This  is  the 
logical  and  inevitable  result  of  the  principle  on  which  our 
Government  is  based,  but  is  a  result  unforeseen  by  the  founders 
of  the  Republic  and  at  variance  with  all  their  expectations. 
.  .  .  It  is  clear,  therefore,  that  we  are  facing  a  problem 
comparatively  new  in  the  Western  hemisphere,  the  gravity 
of  which  it  is  impossible  to  exaggerate.  Through  the  re- 
lentless application  of  our  fundamental  principle  of  soul- 
liberty,  it  has  come  to  pass  that  the  American  State  will 
never  again  undertake  the  most  important  part  of  education, 
the  development  of  the  religious  nature.  .  .  .  This  atti- 
tude of  the  American  State,  almost  without  precedent  in 
ancient  or  modern  history,  forces  upon  every  thoughtful 
citizen  inquiries  more  serious  and  fundamental  than  any 
questions  of  economic  or  political  reform."^ 

What  agencies,  then,  are  there  which  undertake  to  meet 
the  fundamental  need  for  religious  instruction?  A  survey 
of  our  contemporary  life  shows  a  number  of  these — among 
them  the  home,  the  pulpit,  the  Christian  college,  the  Sunday- 
school.  Concerning  these  principal  agencies, — as  to  the  home, 
there  is  general  agreement  that  it  has  suffered  a  lamentable 


1  The  Educational  Ideal  in  the  Ministry,  page  196. 


NEW  IDEAL  FOR  THE  SUNDAY-SCHOOL         25 

decline  in  religious  observances  and  religious  training;  the 
pulpit  aims  less  and  less  to  give  instruction,  and  more  to 
afford  inspiration;  moreover,  it  reaches  almost  no  children, 
and  comparatively  few  young  people  in  their  earlier  teens; 

the  Christian  college  does  magnificent  service  in 
The  Sunday-  the*  case  of  a  small  minority  of  American  youth. 
A^one      ^"  ^  Such    a    survey    reveals    the    fact   that    there    is 

one  institution,  and  only  one,  which  exists  defi- 
nitely to  fulfill  this  function  of  religious  instruction.  The 
Sunday-school  stands  alone  in  its  avowed  and  distinctive  pur- 
pose of  teaching  religious  truth. 

The  fact  that  the  Sunday-school  occupies  this  fore- 
most position  in  relation  to  religious  instruction,  once  thor- 
oughly grasped  in  all  its  meaning  and  implications,  will  bring 
it  into  a  prominence  and  secure  for  it  an  estimate  of  worth 
such  as  it  has  never  before  had. 

As  a  matter  of  fact,  the  modern  Sunday-school  inherits 
the  teaching  function  of  the  early  Church.  The  early  Chris- 
tian sermon  was  very  largely  a  teaching  discourse.     Religious 

instruction  was  regarded  as  indispensable  to  the 
Probably  the  Progress  and  success  of  Christianity.  So  great 
Leading  an  emphasis  was  placed  by  the  Church  upon  its 

Function  of  educational  function,  that  in  less  than  four  cen- 
the  Early         turies  Christian  schools  supplanted  those  of  the 

Roman  Empire.  From  that  time,  on  through 
many  centuries,  all  education  was,  to  a  very  large  extent,  in  the 
hands  of  the  Church.  Following  the  Protestant  Reformation, 
the  State  gradually  took  over  the  control  of  education.  During 
the  greater  part  of  the  nineteenth  century  the  Church  had  little 
participation  in  general  education.  But,  as  has  been  pointed 
out  above,  the  State  has  now  withdrawn  from  the  field  of  reli- 
gious education,  declaring  that  to  be  only  the  rightful  function 
of  the  Church.  Strange  are  the  reverses  and  contradictions  of 
history !  The  position  of  the  State  has  been  deliberately  taken 
and  is  a  settled  policy.  The  Church  must  of  necessity  see  reli- 
gious instruction  ignored  or  neglected,  or  address  herself  with 


26  THE  ADULT  WORKER  AND  HIS  WORK 

new  vigor  and  intense  earnestness  to  this  work.  The  Sunday- 
school  is  the  institution  by  means  of  which  the  work  must  be 
done. 

II.  The  New  Ideal  Stated 

What,  then,  is  the  new  ideal  for  the  Sunday-school,  the 
resultant  of  these  factors  of  which  we  have  spoken?  It  is 
this: 

The  Sunday-school  an  institution  truly  representative  of 
the  Church,  making  provision  both  for  young  and  old,  stand- 
ing for  a  vital  religious  life  and  experience,  and  at  the  same 
time  manifesting  the  highest  educational  efficiency  as  the  chief 
agency  of  religious  education. 

It  will  be  readily  seen  that  if  this  ideal  is  to  be  attained, 
the  Sunday-school  must  be  given  a  much  larger  place  in  the 
thought  and  plans  of  the  Church  than  it  has  occupied  in  the 
past.  It  must  be  regarded  as  the  veritable  right  arm  of  the 
Church ;  the  whole  organization  must  be  strengthened  and 
placed  upon  a  plane  where  it  will  make  an  effective  appeal  to 
men  of  affairs,  successful  business  men,  and  leaders  in  pro- 
fessional circles,  and  thus  command  the  service  of  the  highest 
talent  in  every  community.  This  in  general.  In  particular, 
certain  other  things  demand  emphasis. 

III.  The  Realization  of  the  New  Ideal 

In  order  that  this  ideal  may  be  realized,  these  definite  things 
are  necessary: 

I.  The  Sunday-school  must  become,  in  fact  as  well 
as  in  theory,  the  Church  Bible  School. 

(a)  Men  and  women  of  the  Church  must  he  brought  in. 
It  is  not  enough  that  the  institution  be  re-baptized  Bible 
school.  Some  effective  means  must  be  devised  whereby  the 
actual  attendance  of  the  adult  membership  of  the  Church  may 
be  secured  in  large  numbers.  The  Organized  Adult  Bible 
Class  is  in  many  instances  proving  to  be  that  means.  It  is 
to  be  hoped  that  it  will  be  in  a  large  way  efficient  in  ac- 
complishing the  desired  end.     It  may  be  that  in  some  cases 


NEW  IDEAL  FOR  THE  SUNDAY-SCHOOL         27 

it  will  be  necessary  to  suspend  for  a  time  the  preaching  service 
in  order  that  attention  be  wholly  centered  upon  Bible  study 
for  such  a  period  as  may  be  necessary  to  secure  for  it  a  place 
in  the  esteem  and  habits  of  Christian  people.  Preaching  as 
an  inspirational  force  is  necessary  in  modern  life.  The  Sun- 
day-school can  never  take  the  place  of  the  service  of  worship. 
But  this  service,  on  which  the  Church  has  recently  placed 
almost  exclusive  emphasis,  might  well  give  way  for  a  time 
in  order  that  the  study  of  the  Bible,  which  the  Church,  in 
theory,  has  always  held  to  be  indispensable  to  Christian  ex- 
perience and  life,  may  again  come  to  its  own.  By  any  efficient 
means,  by  all  possible  means,  let  the  men  and  the  women  be 
brought  in. 

(b)  Instruction  must  be  made  to  meet  the  needs  of  all 
ages.  Recent  agitation  for  the  graded  curriculum  has  been 
almost  wholly  based  upon  the  needs  of  the  children.  This 
is,  perhaps,  well,  as  the  weakness  of  the  uniform  lesson  system 
could  be  most  forcibly  illustrated  from  the  standpoint  of  the 
child.  But  it  is  not  enough  that  proper  courses  of  study 
be  prepared  for  the  younger  grades ;  attention  must  be  paid 
as  well  to  the  needs  of  the  adult  division  of  the  school.  The 
interests  of  the  adult  mind  are  varied  and  special ;  a  broad 
and  comprehensive  curriculum  is  needed,  with  opportunity 
for  election  afforded.  Every  school  ought  to  have  at  least 
two  adult  classes;  the  methods  and  subject  matter  of  in- 
struction which  would  attract  in  one  might  repel  in  the  other. 
Many  schools  might  have  a  class  for  college  graduates  taking 
advanced  Bible  study  courses,  using  the  seminar  method.  By 
careful  study  and  attention  being  given  to  the  peculiarities 
and  needs  of  the  local  situation,  effective  appeal  may  be  made 
to  large  numbers  of  men  and  women. 

2.  The  Sunday-school  must  be  made  educationally 
efficient.  The  distinctively  spiritual  side  of  the  Sunday- 
school  has  received,  and  must  continue  to  receive,  constant 
emphasis  among  Methodists.  Its  importance  can  not,  of 
course,  be  overestimated.     It  is  only  because  this  is  true  that 


28  THE  ADULT  WORKER  AND  HIS  WORK 

we  dwell  more  especially  upon  the  educational  aspect  of  its 
work.  There  can  be  no  doubt  that  this  has  been  often 
neglected.  We  have  advanced  considerably  beyond  the  posi- 
tion of  those  leaders  of  a  quarter  of  a  century  ago  who 
declared  that  the  purpose  of  the  Sunday-school  was  evan- 
gelistic and  not  educational,  but  there  is  yet  much  need  of 
progress.  Neither  need  we  fear,  as  some  do,  that  the  educa- 
tional purpose  applied  to  the  Sunday-school  will  lessen  its 
spiritual  efficiency,  as  if  it  could  be  made  "more  effective  re- 
ligiously by  leaving  it  inefficient  educationally."^ 

(a)  Emphasis  must  he  laid  upon  instruction.  It  must  not 
be  forgotten  that  the  Sunday-school  is  a  school.  Its  teachers 
are  instructors.  Religious  enthusiasm,  inspirational  exercises, 
zeal  for  numbers  can  not  be  made  an  excuse  for  slovenly 
preparation  and  careless  teaching.  Nor  is  exhortation  to  be 
deemed  teaching.  Using  the  hour  by  vague  exhortation  on 
the  basis  of  one  or  two  texts  accomplishes  little.  Nothing 
else  will  take  the  place  or  achieve  the  result  reached  by 
wise,  tactful,  faithful  impartation  of  Christian  truth.  It  must 
needs  be  made  a  governing  principle  with  the  teacher  that 
the  implanting  of  fundamental  truths  of  Christianity  in  the 
pupil's  mind  will  do  more  in  the  end  toward  the  building  of 
strong,  stable  Christian  character  than  anything  else  that  can 
be  done.  "The  truth  is  seed  which  can  be  trusted  to  germinate 
and  bring  forth  fruit."  We  would  not  undervalue  the  element 
of  worship  in  religion.  It  is  exceedingly  important.  But  the 
Sunday-school  is  not  to  be  a  duplicate  of  the  service  of  wor- 
ship ;  a  proper  division  of  function  will  strengthen  both. 


1 "  The  question  reduces  itself  to  this :  Will  better  instruction  prove  less 
effective  religiously  than  poor  instruction  ?  .  .  .  Does  not  a  doubt  of  the 
advisability  of  better  study  and  teaching  of  the  Bible  in  reality  approach  a 
suspicion  of  the  power  of  truth  ?  ,  .  .  Unless  one  has  a  supreme  confidence 
in  the  power  of  divine  truth  to  accomplish  its  mission,  it  is  idle  to  attempt  to 
teach.  But  if  one  has  such  confidence,  and  if  teaching  is  really  worth  while, 
why  not  teach  in  the  right  way,  and  why  not  organize  a  school  in  ways  which 
experience  has  shown  makes  teaching  the  more  effective  ?  "—Burton  and 
Mathews,  Principles  and  Ideals  /or  the  Sunday-School,  p.  82/. 

2 


NEW  IDEAL  FOR  THE  SUNDAY-SCHOOL         29 

(b)  The  curriculum  must  be  so  graded  as  to  best  meet 
the  needs  and  requirements  of  different  periods  of  life.  This 
has  been  dealt  with  at  length  in  the  preceding  chapter. 

(c)  More  attention  must  be  given  to  the  training  of  teach- 
ers. This  surely  is  self-evident.  If  the  Sunday-school  is  to 
do  effective  work  from  an  educational  standpoint,  its  teachers 
must  be  prepared  for  their  work.  Instead  of  the  school 
which  has  a  course  in  teacher-training  in  operation  being  the 
exception,  the  practice  must  be  reversed  and  the  school  with- 
out a  training  class  become  the  exception. 

(d)  The  period  of  teaching  must  be  lengthened.  In  most 
schools,  at  the  present,  scarcely  more  than  twenty  minutes 
is  allowed  for  the  lesson.  This  is  a  ridiculously  inadequate 
period  of  time  in  which  to  accomplish  the  end  set  before 
the  Sunday-school,  By  some  means  it  must  be  lengthened. 
By  skillful  management,  thirty-five  to  forty  minutes  of  an 
hour's  session  can  be  allotted  to  teaching,  and  no  other  im- 
portant interest  of  the  school  be  made  to  suffer.  More  and 
more  we  believe  it  will  be  found  advisable  to  supplement  the 
Sunday  session  of  the  Sunday-school  by  sessions  on  Satur- 
day, or  on  some  other  week  day  after  day-school  hours, 
and  thus  provide  more  adequately  for  at  least  the  younger 
members.  In  France  the  State  recognizes  the  need  for  re- 
ligous  instruction,  and  aids  in  making  it  possible  by  con- 
stituting Thursday  a  public  school  holiday. 

Lesson  Outline: 

I.  Contributing   Factors   in   the   New    Ideal   for   the 
Sunday-school. 
I.    A  new  realization  of  the  effectiveness  of  the  Sunday- 
school  as  a  religious  agency. 

2.  The   new   conception   of   the    Sunday-school   as    the 

Church  Bible  school. 

3.  A  new  realization  of  the  importance  of  the  Sunday- 

school  as  the  chief  agency  of  religious  education 
in  the  nation. 


30  THE  ADULT  WORKER  AND  HIS  WORK 

H.   The  New  Ideal  Stated. 
III.   The  Realization  of  the  New  Ideal. 

1.  The  Sunday-school  must  actually  become  the  Church 

Bible  school. 

(a)  The  men   and   women   of  the   Church   must  be 
brought  in. 

(b)  Instruction  must  be  made  to  meet  the  needs  of 
all  ages. 

2.  The  Sunday-school  must  be  made  educationally  ef- 

ficient. 

(a)  Emphasis  must  be  laid  upon  instruction. 

(b)  The  curriculum  must  be  graded. 

(c)  The  period  of  teaching  must  be  lengthened. 

Bibliographiy: 

Haslett,  "The  Pedagogical  Bible  School." 
Potter,  "Principles  of  Religious  Education." 

Topics  for  Special  Study: 

1.  Religious  instruction  as  a  function  of  the  State. 

2.  The  improvement  of  Sunday-school  instruction. 

Topics  for  Class  Discussion: 

1.  In    what   ways    has    the    Sunday-school    proved    its 

effectiveness  as  a  spiritual  agency? 

2.  What  is  implied  in  the  title,  Church  Bible  School? 

3.  The  relation  of  the  Sunday-school  to  religious  edu- 

cation. 

4.  State  and  discuss  the  proposed  new  ideal. 

5.  Discuss  ways  in  which  the  new  ideal  may  be  realized. 


CHAPTER  II 

THE  ORGANIZED  ADULT  BIBLE  CLASS 


"Only  one  thing  will  ever  place  the  Sunday-school  in 
such  a  position  that  it  will  not  be  a  perfectly  sensible,  proper 
thing  for  a  youth  at  the  age  of  adolescence  to  get  out  of  it. 
That  is,  to  develop  strong,  virile,  intellectually  respectable 
senior  and  adult  classes,  so  large  in  size  and  so  well  recog- 
nized in  the  structure  of  the  school  that  they  will  command 
respect  in  the  classes  of  the  lower  grades." — Wood  and  Hall. 

"The  Organized  Adult  Bible  Class  is  building  a  wall  of 
men  and  women  around  the  boys  and  girls  that  promises  to 
keep  them  in  Sunday-school  at  a  most  critical  time  in  their 
lives.  It  is  enlisting  in  Sunday-school  work  those  specially 
adapted  for  leadership.  It  is  ushering  in  the  larger  evan- 
gelistic spirit,  as  evidenced  by  the  increase  of  membership 
in  many  Sunday-schools.  It  is  developing  a  company  of  per- 
sonal workers,  f6r  which  we  have  prayed  so  long.  It  is 
bringing  to  the  Church  a  larger  missionary  interest  and  is 
providing  a  means  of  expressing  that  interest.  It  is  uniting 
the  men  and  women  as  never  before,  in  an  endeavor  to  help 
each  other  toward  a  higher  and  better  life.  Above  all,  it  is 
bringing  thousands  upon  thousands  to  know  Christ,  'whom 
to  know  aright  is  life  eternal.'  May  the  day  speedily  come 
when  every  Sunday-school  in  the  world  will  have  its  organ- 
ized classes  for  men  and  women  !" — W.  C.  ^Pearce. 

"In  the  past  three  years  we  have  learned  of  a  few  or- 
ganized classes  that  were  lethargic,  and  in  every  case  they 
were  classes  that  did  not  work  their  organization.  Personal 
activity  creates  interest,  and  if  we  want  enthusiasm  in  a 
class  (which  we  certainly  do),  then  every  member  should 
have  a  place  in  the  class  work.  This  is  effected  by  the  dif- 
ferent committees.  Every  one  on  a  committee  and  every 
one  active,  should  be  the  aim  of  every  class.  Otherwise, 
better  not  organize,  but  go  on  in  the  old,  lackadaisical  way 
and  die  eventually  of  dry  rot." — The  Adult  Bible  Class 
Monthly. 


CHAPTER  II 
THE  ORGANIZED  ADULT  BIBLE  CLASS 

I.    History 

1.  The  Organized  Adult  Bible  Class  is  a  definite  term. 

We  have  had  adult  classes  in  our  Sunday-schools  ever  since 
Sunday-schools  themselves  existed,  but  organiza- 
A  Fixed  ^-Qj^    jg    ^    comparatively    new    feature.      Within 

Standard  of  ^  \.      j      j      r  •      .•         i         u 

Organization    I'^cent  years  a  standard  of  organization  has  been 
determined  by  Sunday-school  authorities,  and  the 
term  has  come  to  have  a  certain  definite  and  generally  un- 
derstood meaning. 

2.  Genesis  and  growth  of  the  Organized  Adult  Class 
Movement.  The  genesis  of  the  Organized  Class  Movement 
pjjg^.  is  surrounded  with  obscurity.  There  is  an  en- 
Beginnings  tire  lack  of  definite  information  as  to  when  and 
Impossible  where  the  first  Organized  Class  was  called  into 
to  Trace  existence.  No  special  attempt  has  been  made  to 
discover  the  first  class,  but  it  is  known  that  some  adult 
classes  were  organized  as  early  as  a  full  generation  ago.  In 
Syracuse,  N.  Y.,  the  Baraca  Movement  was  started  in  1890; 
in  1898  the  Baraca  Union  was  organized. 

In  Chicago  early  in  the  closing  decade  of  the  last  cen- 
tury sentiment  favorable  to  the  general  organization  of  adult 
Beginning  of  classes  began  to  crystallize.  The  subject  was 
the  Move-  broached  on  many  dififerent  occasions,  and  at 
ment  in  Cook  the  1903  convention  of  the  Cook  County  Sunday- 
Co..  111.  school  Association,  an  Adult  Bible  Class  Super- 
intendent was  elected,  and  a  committee  appointed  to  co- 
operate with  him  in  behalf  of  organized  adult  class  work. 
In  May  of  the  same  year  the  subject  was  presented  at  the 
convention  of  the  Illinois  Sunday-school  Association.  At 
this  time  the  approval  of  the  State  Association  was  given, 
3  33 


54  THE  ADULT  WORKER  AND  HIS  WORK 

and  its  co-operation  was  secured.  Meanwhile,  in  the  State 
of  New  York,  like  action  was  being  taken.  That  same  spring 
the  New  York  Association  had  a  conference  of  adult  Bible 
class  workers  as  a  feature  of  their  annual  convention.  A 
committee  was  appointed  to  consider  the  subject  and  to  recom- 
mend plans.  The  convention  of  the  following  year  approved 
the  plans  which  had  been  made  and  authorized  the  Adult 
Bible  Class  Federation  for  the  State  of  New  York. 

With  this  beginning,  impetus  was  rapidly  gained.  Dur- 
ing the  following  months  many  classes  were  organized  in 
different  parts  of  the  country,  and  various  Sunday-school  asso- 
The  Move-  ciations  took  cognizance  of  the  new  movement, 
ment  Recog-  This  brought  the  subject  prominently  before  the 
nized  by  the  eleventh  convention  of  the  International  Sunday- 
International  school  Association,  held  at  Toronto  in  1905.     At 

this  convention  a  resolution  was  adopted  pro- 
viding for  the  appointment  of  an  Adult  Department  Com- 
mittee of  the  International  Association.  The  following  year 
the  Executive  Committee  formally  called  into  existence  the 
Adult  Department,  and  urged  all  Sunday-school  associations 
under  its  jurisdiction  to  do  the  same.  The  Executive  Com- 
mittee authorized  as  the  official  emblem  the  little  red  button 
with  the  white  center.  The  Central  Committee,  in  January, 
1907,  appointed  as  the  first  Adult  Department  superintendent, 
Mr.  W.  C.  Pearce.  The  plans  were  given  definiteness  by 
provision  for  a  Certificate  of  Recognition,  to  be  issued,  on 
application,  to  adult  Bible  classes  which  had  attained  to  a 
certain  standard  of  organization. 

In  1907  the  Methodist  Episcopal  Church  took  official  cog- 
nizance  of    the    Organized    Movement   by    entering    into    an 

arrangement  with  the  International  Association 
Denomina-  whereby  denominational  recognition  was  given  to 
Recognition     Organized  classes  in  our   Sunday-school,   by  the 

presence  on  the  Certificate  of  Recognition  of  the 
signature  of  an  official  representative  of  the  denomination. 
Soon  after  the  organization  of  the  Board  of  Sunday-schools 


THE  ORGANIZED  ADULT  BIBLE  CLASS  35 

by  the  General  Conference  in  1908,  arrangements  were  made 
looking  to  the  closer  affiliation  of  the  Organized  Class  Move- 
ment with  the  new  Board  of  Sunday-schools,  At  the  Chicago 
Conference,  May  14,  1909,  arrangements  were  perfected 
whereby  all  organized  classes  of  the  Methodist  Episcopal 
Church  receive  the  Joint  Certificate  of  the  Board  of  Sunday- 
schools  and  the  International  Sunday-school  Association,  is- 
sued by  the  Board  of  Sunday-schools  from  its  office  in 
Chicago. 

From  these  beginnings  as  traced  above,  the  Adult  Bible 
Class  Movement  has  had  a  remarkably  rapid  growth.  Dur- 
ing the  year  1909  a  large  number  of  classes  were  organized 
in  the  Sunday-schools  of  our  own  and  other  denominations. 
By  January,  1910,  more  than  two  thousand  Methodist  Epis- 
copal classes  had  received  official  recognition.  It  is  believed 
that  organization  will  continue  and  that  in  time  a  very  large 
proportion  of  the  adult  classes  of  our  Sunday-schools  will 
be  organized. 

II.    Advantages  of  Organization 

I.  OrganiEation  promotes  class  growth.  It  is  always 
sure  to  result  in  marked  increase.  This  need  not  be  merely 
a   temporary  thing.     Organization   provides   a   working   plan 

by  which  the  class  can  be  built  up.  Organization 
Furnishes  a  j^g^jf  j^^g  ^^  j^^gj^,  efficiency.  Of  itself  it  has 
Growth°  power  to  do  nothing.     It  does,  however,  provide 

the  means  by  which  earnest,  spiritually  ambitious 
people  can  enlist  others  in  the  study  of  the  Word  and  in 
Christian  activity.  The  ordinary  unorganized  adult  class 
merely  exists.  The  teacher  feels  that  his  responsibility  ex- 
tends to  teaching  the  lesson,  and  he  is  satisfied  when  he 
has  taught,  in  a  more  or  less  perfunctory  way,  those  who 
come.  Nobody  feels  that  it  is  his  particular  business  to 
bring  in  outsiders.  Organize  this  average  class,  and  the  first 
effect  is  the  generation  of  a  new  aggressiveness.  A  band  of 
passive  hearers  suddenly  becomes  an  organization  of  Chris- 


Z6  THE  ADULT  WORKER  AND  HIS  WORK 

tians  inspired  with  a  new  missionary  and  evangelistic  zeal. 
There  is  hardly  an  adult  Bible  class  anywhere  but  might 
be  doubled  in  membership  within  a  brief  period,  if  a  few 
people  set  about  the  work.  Organization  demonstrates  this 
over  and  over  again  every  month.  Classes  that  have  had 
an  uncertain  and  dull  existence  for  years  have,  with  the  en- 
thusiastic adoption  of  approved  organization  plans,  doubled 
their  membership  within  a  month,  and  many  of  them  have 
shown  a  like  increase  through  succeeding  months  until,  after 
a  short  time,  instead  of  an  attendance  of  six  or  ten  or  twenty, 
they  have  forty,  eighty,  or  even,  in  some  cases,  two  hundred 
or  more  members. 

If  the  class  is  organized  as  a  men's  class,  activities  may 
be  engaged  in  which  especially  appeal  to  men,  the  teaching 
may  be  adapted  to  men,  and  by  being  made  thoroughly  worth 
while  to  them,  will  surely  attract  men  to  its  membership.  So 
with  classes  for  women  and  for  young  people. 

2.  Organization  brings  the  class  to  self-consciousness. 
By  means  of  organization  the  class  is  made  an  integer  instead 
of  a   cipher.     The  unorganized   class   may   scarcely   be   said 

to  have  a  conscious  existence.  Organization  pro- 
Class  Spirit  vides  a  name,  a  charter,  a  constitution,  and  recog- 
nition by  the  Church  at  large.  The  class  awakens 
to  the  realization  that  from  being  nobody  it  has  now  be- 
come somebody.  A  class  spirit  is  created.  With  it  is 
born  a  new  loyalty;  a  certain  desirable  pride  comes  into 
being.  "Our  class"  is  spoken  of  in  a  way  in  which  it 
was  never  mentioned  before.  All  this  means  that  the  class 
now  has  within  itself  new  powers  and  possibilities.  From 
being  inert  and  lifeless  it  has  become  active,  alert,  intense, 
self-perpetuating,  with  power  within  itself  to  be  and  to  do. 

3.  Organization  insures  permanency.  An  unorganized 
class  is  held  together  very  largely  by  the  personality  of  the 
teacher.  The  teacher  is  the  one  center  about  which  the  class 
rallies.  For  any  one  of  many  reasons,  the  teacher's  con- 
nection with  a  class  may  be  severed.    Too  often  in  the  past 


THE  ORGANIZED  ADULT  BIBLE  CLASS  Z7 

this  has  meant  the  end  of  the  class.  How  many  classes  have 
been  disbanded  because  of  the  sudden  removal  of  a  teacher ! 
The  organized  class  is  not  dependent  upon  any  one  person. 
The  teacher  is  an  exceedingly  important  factor  in  the  life 
and  work  of  the  class ;  so  also  is  the  president  and  the 
secretary.  Organization  itself  binds  the  class  to- 
Creates  an       gether.     If  for  any  reason  the  teacher  is  obliged 

Additional  ,  ,    ,  ,  •,         , 

Life  Center      ^'^   Withdraw,    while   there   may   be   great    regret 
and    disappointment,    the   class    existence    is    not 
threatened  and  its  work  suffers  no  interruption. 

4.  Organization  places  a  proper  emphasis  upon  serv- 
ice. In  the  organized  class,  hearing  and  doing  are  linked 
together   in   true   apostolic   fashion.     The   unorganized   class, 

as  a  class,  exists  oijly  to  hear  the  Word.  Or- 
Inspires  .        .  .  ,         ,      .  •         t^    1      a 

Activity  gamzation  provides  the  imperative,  Do !    As  never 

before,  to-day  it  is  being  realized  that  impres- 
sion without  expression  is  valueless.  Psychologists  are 
questioning  whether  there  can  be  any  real  teaching  with- 
out accompanying  expression  on  the  part  of  the  hearer.  At 
least  it  must  be  said  that  Christian  activity  is  the  necessary 
correlative  of  really  successful  teaching.  Of  course,  we  do  not 
question  that  the  teaching  of  the  past  has  inspired  many  per- 
sons to  go  out  from  the  Bible  class  session  to  perform  deeds 
of  kindness  and  mercy.  The  point  is,  that  proper  class  organi- 
zation keeps  service  constantly  in  the  foreground ;  the  means 
of  putting  good  counsel  into  practice  is  always  immediately 
at  hand.  Organization  provides  the  ever-present  vehicle  of 
service,  so  that  there  is  no  excuse  for  the  inspiration  of 
Biblical  teaching  being  wasted.  Thus  the  adult  Bible  class 
becomes  a  Christian  force  in  a  world  of  sin  and  need. 

This  is  in  accord  with  the  demands  of  men.  Men  want 
to  do,  as  well  as  to  hear.  Give  a  man  a  task,  and  you  have 
his  interest  and  his  energies.  Men  have  let  the  Church  alone 
because  the  Church  has  not  set  them  to  doing  a  man's  work. 
The  organized  class  provides  a  program  of  work  which 
appeals  to  men  and  readily  enlists  their  co-operation. 


38  THE  ADULT  WORKER  AND  HIS  WORK 

5.  Organization  meets  a  social  need.  In  the  or- 
ganized class  this  need  is  recognized  by  a  Social  Committee, 
upon  which  is  laid  the  specific  responsibility  of  pro- 
viding for  the  social  life  of  the  class.  By  means  of 
social  events  the  members  become  better  acquainted  with 
each  other,  good  fellowship  is  promoted,  and  the  blessing 
of  friendship  is  added  to  the  other  benefits  of  class  mem- 
bership. 

The  need  for  social  intercourse  is  laid  deep  in  the  very 

constitution   of  our   being.     We   instinctively   seek  to   supply 

it,  and  most  men  continue  the  search  until  the  need  is  by 

some  means  met.  It  is  a  decided  advantage  if 
Better  than         ,  .  ,     .  .  ,     ,     .         ,  .       . 

a  Club  ^  ^^    need    is    provided    for    by    an    organization 

under  the  auspices  of  the  Church,  that  is,  under 
distinctively  religious  auspices.  In  this  case,  the  whole  na- 
ture of  man  is  ministered  to,  whereas  in  many  organi- 
zations called  into  existence  to  provide  social  fellowship 
and  pleasure,  the  deepest  need  of  man,  his  religious  need, 
is  entirely  disregarded.  Then,  again,  the  religious  character 
of  the  organization  assures  a  lofty  moral  ideal,  an  element 
sorely  lacking  in  many  purely  social  organizations.  How 
many  social  clubs  exhibit  strikingly  the  need  of  some  ethical 
standard  and  also  of  some  influence  to  guard  the  desire  for 
social  enjoyment  against  excess ! 

The  adult  Bible  class,  which  provides  effectively  for  the 
expression  of  the  social  life  of  large  numbers  of  men  and 
women,  is  accomplishing  the  additional  desirable  end  of 
bringing  together  the  Church  and  the  community.  Too  often 
it  has  happened  that  the  Church,  by  a  too  exclusive  emphasis 
upon  preaching,  prayer,  and  religious  testimony,  has  stood 
as  a  thing  apart  from  the  community,  a  place  to  be  resorted 
to  on  Sundays  and  special  occasions,  instead  of  being  the 
highest  expression  of  the  complete  community  life — religious, 
intellectual,  and  social. 

Any  organization  subsidiary  to  the  Church  itself  which 
promotes  this   end  is  to  be  hailed  as  a  boon  to  the  com- 


THE  ORGANIZED  ADULT  BIBLE  CLASS  39 

munity  and  as  a  means  of  enabling  the  Church  to  realize 
its  complete  purpose. 

III.     Advantages  of  the  Adult   Bible   Class   Over 
Other  Organizations 

The  organized  class  has  certain  distinct  advantages  over 
other  organizations  which  exercise  some  of  the  same  func- 
tions.    Of  these  we  mention : 

I.  It  possesses  a  sufficient  chief  aim.  There  can  be 
no  doubt  as  to  the  first  purpose  of  the  adult  Bible  class. 
This  is  indicated  in  the  name  itself.  All  other  objects  of  its 
.pjjg  existence  are  secondary  to  this — the  study  of  the 

Influence  of  Bible.  Surely  this  is  a  most  worthy  object, 
the  Bible  on  Consider  the  place  which  the  Bible  has  had  in 
Civilization  inspiring,  shaping,  and  developing  Christian  civi- 
lization. Statesmen,  historians,  philosophers,  educators — all 
alike  testify  to  this.  Hear  them !  Bosanquet :  "The  spirit 
of  the  Bible  has  permeated  all  civilization  and  still  beats 
at  the  heart  of  all  progress."  Kant:  'The  existence  of 
the  Bible  as  a  Book  for  the  people  is  the  greatest  benefit 
which  the  human  race  has  ever  experienced.  Every  attempt 
to  belittle  it  is  a  crime  against  humanity."  Nicholas  Murray 
Butler :  "The  neglect  of  the  English  Bible  on  the  -  part  of 
the  rising  generation  .  .  .  strikes  out  of  their  conscious- 
ness one  element,  and  for  centuries  the  controlling  element 
in  the  production  of  your  civilization  and  mine." 

The  study  of  the  Bible,  all  must  admit,  furnishes  an 
adequate  purpose  of  existence  for  an  organization.  Indeed, 
it  provides  for  a  fundamental  need.  Our  people  dare  not 
neglect  the  reading  and  study  of  the  Scripture.  They  do  it, 
not  only  at  their  own  peril,  but  at  the  peril  also  of  our  most 
cherished  institutions.  How  meager  in  comparison  is  the 
purpose  about  which  as  a  center  some  other  organizations  are 
formed !  How  empty  and  insignificant  beside  this  become  the 
high-sounding  words  of  the  constitutions  of  many  of  the  or- 
ganizations which  bid  for  the  favor  and  patronage  of  men. 


40  THE  ADULT  WORKER  AND  HIS  WORK 

Any  organization  needs  a  supreme  purpose  to  provide 
motive  power.  Others,  in  time,  will  languish  and  die  for 
lack  of  an  object  to  sustain  their  existence,  but  the  study 
of  the  Bible  provides  the  supreme  purpose  needed  to  insure 
perpetuity,  and  a  center  about  which  various  minor  pur- 
poses and  activitites  may  be  grouped. 

2.  It  exemplifies  a  democratic  and  Christian  spirit. 
Many  organizations  which  pretend  to  a  brotherhood  basis 
are,  in  reality,  closed  to  all  save  a  select  few.  Professing 
to  minister  to  men  in  the  highest  things,  they 
All  are  Wei-  y^^  hedge  membership  about  with  restrictions 
Members  which  Strongly  smack  of  selfish  spirit.  More- 
over, the  circle  of  official  ministry  and  service 
is  rigidly  determined  by  their  membership  rolls.  How  dif- 
ferent it  is  with  the  Adult  Bible  Class !  Its  invitation  is  as 
broad  as  that  of  the  gospel  of  Christ:  "Whosoever  will, 
let  him  come."  None  are  barred  by  the  setting  up  of  finan- 
cial, social,  or  educational  restrictions.  Its  fellowship  is  not 
determined  by  calling  or  caste.  In  its  vocabulary  all  men  are 
brothers.  It  is  free  to  assist  all  who  are  in  want.  To  its 
sympathy,  compassion,  and  aid  no  other  commendation  is  re- 
quired than  the  need  of  a  fellow-man  for  whom  Christ  died. 

IV.    Objections  to  Organization 

Objections  are  sure  to  be  raised,  and  are  to  be  taken 
as  a  matter  of  course.  In  this  day,  argument  in  behalf  of 
the  benefit  of  organization  is  certainly  superfluous.  No  move- 
Does  the  ment  attempts  progress  in  any  line,  or  expects 
Church  Want  to  accomplish  anything,  without  organization. 
Men  and  The  real  question  to  be  considered  is  this.  Is 
Women?  j^  desirable  to  gather  together  as  many  men  and 
women  as  possible  for  the  study  of  the  Bible?  With  this 
question  answered  in  the  affirmative,  there  is  no  room  for 
debate  on  the  advisability  of  organization.  We  frequently 
hear  some  such  statement  as :  "We  have  too  much  machinery 
now.     What  we  need  is  to  use  what  we  have  rather  than 

2 


THE  ORGANIZED  ADULT  BIBLE  CLASS  41 

add  more."  To  such  statements  this  concession  may  be 
made — organization  is  not  to  be  sought  for  its  own  sake. 
Mere  organization  in  itself,  as  stated  above,  will  accomplish 
nothing.  But  when  the  importance  of  the  cause  is  fully 
realized  and  a  few  earnest  persons  are  deeply  desirous  of 
doing  a  great  and  worthy  work  through  the  Bible  school  for 
adult  men  and  women,  the  organized  class  may  safely  be 
called  into  existence.  It  should  be  remembered  that  every 
new  movement  must  pass  through  a  period  of  criticism  and 
trial.  Such  testing  will  only  the  more  firmly  establish  it, 
and  the  more  thoroughly  demonstrate  its  right  to  survive. 
Where  objections  are  sincere,  let  them  be  carefully  met  with 
fact  and  argument.  When  they  are  founded  upon  unworthy 
motives,  as  is  sometimes  the  case,  reveal  the  basis  and  meet 
the  objection  with  the  rebuke  which  it  deserves.  A  certain 
teacher  strenuously  opposed  organization ;  a  little  astute  ques- 
tioning revealed  the  fact  that  he  feared  organization,  by  in- 
creasing the  size  of  his  little  class,  would  add  to  his  labors. 
An  objection  prompted  by  such  a  reason  as  that  would  have 
little  weight  among  earnest  Christian  workers. 

Lesson  Outline: 

I.  History. 

1.  The  Organized  Adult  Bible  Class  is  a  definite  term. 

2.  Genesis  and  growth  of  the  Movement. 

II.  Advantages  of  Organization. 

1.  Organization  promotes  class  growth. 

2.  Brings  the  class  to  self-consciousness. 

3.  Insures  permanency. 

4.  Places  a  proper  emphasis  upon  service. 

5.  Meets  a  social  need. 

III.  Advantages  over  other  Organizations. 

1.  It  possesses  a  sufficient  chief  aim. 

2.  It  exemplifies  a  democratic  and  Christian  spirit. 

IV.  Objections  to  Organization. 


42  THE  ADULT  WORKER  AND  HIS  WORK 

Bibliography: 

Pearce,  "The  Adult  Bible  Class." 

Cuninggim,  "The  Organized  Adult  Bible  Class." 

Hudson,  The  "How"  Book. 

Topics  for  Special  Study: 

I.    The    effect    of    organization    upon    permanent    class 
growth. 

Topics  for  Class  Discussion: 

1.  Discuss    the    beginnings    of   Adult   Bible    Class   or- 

ganization. 

2.  What  is  the  effect  of  organization  upon  class  growth  ? 

3.  How  does  organization  affect  class  spirit? 

4.  State  additional  advantages  of  organization. 

5.  Discuss   the  advantages   peculiar  to   the   Organized 

Adult  Bible  Class. 

6.  What  are  the  ordinary  objections  to  organization? 


CHAPTER  III 

THE  RELATION  OF  THE  ADULT  BIBLE 

CLASS  TO  THE  SUNDAY-SCHOOL 

AND  THE  CHURCH 


"The  Organized  Adult  Bible  Class  is  not  an  outside  move- 
ment, asking  the  men  and  the  women  to  join  it  that  they 
may  receive  help,  but  it  is  under  the  auspices  of  the  Church, 
inviting  men  and  women  to  invest  their  time,  their  energy, 
themselves,  in  a  united  effort  to  help  each  other,  and  to  help 
the  community  in  which  they  live." — W.  C.  Pearce. 

"The  fact  is,  that  the  Adult  Class  is  a  machine  for  the 
molding  of  Christian  public  opinion,  whose  value  and  power 
we  have  not  yet  begun  to  appreciate  or  to  use.  It  requires 
no  prophet  to  predict  that  the  future  will  see  a  development 
of  it  far  beyond  any  position  which  it  has  yet  attained." — 
Wood  and  Hall. 

"What  is  your  class  doing  for  the  Sunday-school,  for  the 
Church,  and  for  the  community?  If  it  is  living  only  for 
itself,  it  is  dead  or  dying.  The  end  is  merely  a  question  of 
time.  Selfishness  (social  or  class  selfishness  equally  with  the 
selfishness  of  the  individual)  is  death.  The  only  way  to 
genuinely  live  is  to  lose  oneself  in  the  larger  life.  An  or- 
ganized class  that  does  not  strengthen  the  whole  school  and 
hearten  all  the  workers,  that  does  not  quicken  and  socialize 
the  Church,  and  that  does  not  purify  and  uplift  the  com- 
munity life  may  have  a  fine  English,  Greek,  Latin,  or  Hebrew 
motto ;  none  the  less  it  is  sounding  brass  and  clanging  cymbal. 
It  may  have  a  name  to  live,  but  is  surely  dead.  For  weal 
or  woe,  the  Organized  Adult  Bible  Class  is  a  force  to  be 
reckoned  with.  Our  hope  and  confident  expectation  is,  that 
it  will  be  used  of  God  for  the  quickening  of  the  Church  and 
the  enlargement  of  the  kingdom." — David  G.  Downey. 


CHAPTER  III 

THE  RELATION  OF  THE  ADULT  BIBLE  CLASS 
TO  THE  SUNDAY-SCHOOL  AND  THE  CHURCH 

The  Adult  Bible  Class  is  not  a  separate  or  independent 
organization,  but  is  always  a  part  of  some  particular  Sunday- 
school  and  some  Church.  Out  of  this  grows  the  fact  that 
Relations  of  ^^^  ^^^^^  ^^^^  relations  to  both  the  Sunday-school 
the  Class  and  the  Church  of  which  it  is  a  part.  These 
Must  be  De-  relations  need  to  be  clearly  and  distinctly  under- 
fined  and         stood,  as  also  frankly  recognized  and  acknowl- 

Recognized       ^^^^^  ^^  ^^^^^  ^^^^^   ^^^^^^      q^j^  ^^^^   ^^^   ^^^ 

class  be  enabled  to  work  out  its  true  and  deepest  purpose, 
and  only  thus  can  it  be  the  source  of  strength  and  power 
to  the  school  and  to  the  Church,  which  is  its  highest  privilege. 
The  fact  that  an  Adult  Class  is  an  organized  class  makes 
the  subject  of  its  relation  to  the  Sunda^^-school  and  the 
Church  of  special  importance.  So  long  as  it  remained  un- 
organized it  was  merely  one  of  the  numerous  classes  of  the 
school,  and  there  was  no  reason  for  raising  any  question  as 
to  its  relation  to  the  school.  Organization  differentiates  one 
from  others  and  brings  it  at  once  into  special  prominence  and 
into  a  new  position.  Now  it  has  its  Constitution,  its  officers, 
its  own  membership  roll,  even  as  the  school  itself  has,  not 
to  speak  of  religious,  social,  and  literary  meetings,  programs, 
class  advertising,  and  a  new  class  spirit.  It  will  be  seen 
that  this  subject  of  the  relation  of  the  Organized  Adult  Bible 
Class  to  the  Sunday-school  and  the  Church  is  one  which 
demands  careful  consideration. 

45 


46  THE  ADULT  WORKER  AND  HIS  WORK 

I.    Relation  of  the  Adult  Bible  Class  to  the  Sunday- 
school 

I.  General  principles.  Certain  general  principles  must 
be  recognized  in  the  organization  and  conduct  of  the  class : 

(a)  It  is  required,  in  order  to  secure  recognition  by  the 
Board  of  Sunday-schools  of  the  Methodist  Episcopal  Church 
and  the  International  Sunday-school  Association, 
Principles  ^^^^^  ^^^  Adult  Bible  Class  shall  he  integrally  a 
which  must  part  of  sofue  Sunday-school. 
Rule  in  Or-  (Jy)  As  thus  connected  with  the  Sunday-school, 

ganization       ^^  ^^  subject  to  the  law  of  the  Church  governing 

and  Activity       ,       ^        ,  ,        ,  ,    .  n-, 

the  Sunday-school  and  its  constituent  parts.  The 
subject  of  class  organization  is  treated  elsewhere  in  this  book. 
It  is  sufficient  here  to  state  that  wherever  the  Discipline, 
or  the  Constitution  and  By-laws  of  the  Sunday-school  speak, 
this  constitutes  final  authority  for  the  class.  In  the  matter 
of  election  of  class  teacher,  for  example,  the  law  of  the 
Church  should  be  observed;  the  class  itself  may  speak  only 
with  advisory  voice. 

(c)  The  program  and  activities  of  the  class  should  be  so 
organized  and  carried  out  that  unity  with  the  Sunday-school 
zvill  he  fostered.  The  class  should  join  with  the  main  school 
in  either  the  opening  or  the  closing  exercises.  This  is  pos- 
sible except  in  very  rare  cases,  and  no  exception  should  be 
made  unless  positively  necessary.  Whenever  the  Sunday- 
school  has  a  meeting,  whether  of  a  business,  literary,  or  social 
character,  the  Adult  Class  should  be  represented.  On  the 
other  hand,  the  head  officers  of  the  school  should  always 
be  invited  to  be  present,  and,  as  a  rule,  to  participate  in 
affairs  of  the  class. 

(d)  The  class,  hy  its  organisation,  course  of  study,  and 
activities,  should  fit  into  the  general  plan  of  the  school  as  a 
whole.  The  whole  is  greater  than  any  of  its  parts.  The 
Sunday-school  is,  and  should  always  be  considered,  the  main 
organization,  and  the  Adult   Class   contributory.     The  plans 


THE  ADULT  CLASS  47 

of  the  school  should  come  first,  and  whatever  the  class  does 
should  be  in  accord  with  them.  The  Sunday-school  should 
have  a  carefully  worked-out  curriculum,  and  the  course  of 
study  of  the  class  should  be  a  properly  related  part  of  the 
curriculum  of  the   school. 

2.  Points  to  be  guarded.  A  thoughtful  consideration 
of  these  principles  will  reveal  the  possible  danger  points  in 
the  relation  of  the  class  to  the  school.     These  may  be  briefly 

suggested.  If  organization  results  in  stimulating 
Points  large  growth,  there  will  be  a  tendency  to  build 

up  a  strong,  independent  organization,  more  or 
less  loosely  connected  with  the  school,  yet  going  its  own  way, 
serving  its  own  interests,  living  for  itself,  and  giving  little 
consideration  to  the  prior  rights  and  interests  of  the  parent 
organization.  Such  a  result,  by  no  means  altogether  an 
imaginary  one,  is  greatly  to  be  deprecated.  In  such  a  case, 
instead  of  the  Adult  Bible  Class  proving  a  tower  of  strength 
to  the  Sunday-school,  it  would  in  reality  weaken  it.  The 
existence  of  such  a  class  would,  in  nearly  every  case,  make 
impossible  the  building  up  of  a  strong  Adult  Class  as  an 
integral  and  co-operating  part  of  the  Sunday-school  organi- 
zation, something  every  Sunday-school  should  have;  it  would 
also  prevent  the  Sunday-school  from  becoming  in  any  real 
sense  the  Church  Bible  School,  a  high  and  important  ideal 
to  be  cherished  by  every  school. 

3.  The  service  of  the  Adult  Class  to  the  Sunday- 
schooL  The  above  named  principles,  cordially  recognized 
and  adhered  to,  insure  that  the  Adult  Bible  Class  will  be  a 
chief  source  of  strength  and  power  to  the  Sunday-school.  As 
a  part  of  its  service  to  the  school,  it  will: 

(a)  Bring  the  adult  work  of  the  Sunday-school  into  greater 
prominence.  In  the  past  the  emphasis  in  Sunday-school  work 
has  been  chiefly  placed  upon  work  with  children.  It  has 
been  popularly  exploited  as  a  children's  institution.  Earnest 
men  and  women  have  frequently  felt  that  they  really  had  no 
place  in  it.     They  have  often  excused  themselves  by  saying 


48  THE  ADULT  WORKER  AND  HIS  WORK 

that  they  did  not  wish  to  crowd  out  the  little  folks.  The 
emphasis  has  been  so  largely  placed  upon  the  children's  part 
that  young  men  and  women,  perhaps  a  bit  over-conscious 
A  School  for  °^  newly  attained  adulthood,  have  felt  it  be- 
Aduits  as  neath  their  dignity  to  attend.  The  Sunday- 
well  as  for  school  has  a  necessary  ministry  to  childhood ; 
Children  ^^^^^  ^^^  disposed  to  dispute  that  fact.     But  its 

mission  is  to  the  whole  of  life.  As  the  Church  Bible  School 
it  has  as  large  a  place  for  men  and  women  as  for  little 
children.  The  Organized  Adult  Bible  Class  will  serve  to 
make  this  clear  to  all.  The  adult  work  of  the  school  is 
brought  into  such  prominence  that  the  institution  takes  on  a 
new  character  in  the  public  mind.  By  this  means  young  men 
and  women  who  would  soon  have  been  lost  to  the  school 
are  retained,  while  others,  older  people,  are  brought  in. 

(b)  Prove  a  chief  means  of  aiding  the  Sunday-school  to 
become  the  Church  Bible  School.  The  first  need  of  the 
Sunday-school,  in  order  to  the  realization  of  this  ideal,  is 
the  actual  attendance  of  men  and  women  upon 
its  sessions.  This  is  assured  by  a  live  Adult 
Brought  in  Bible  Class,  The  organization  of  one  class  so 
demonstrates  the  possibility  of  securing  the  at- 
tendance of  men  and  women  in  considerable  numbers  that 
it  almost  invariably  leads  to  the  establishment  of  one  or 
more  other  adult  classes  in  the  same  school,  and  thus,  if 
the  movement  is  wisely  and  successfully  directed,  the  first 
great  step  in  the  building  of  a  true  Church  Bible  School  has 
been  taken.  Surely  no  one  can  doubt  that  the  existence  of 
several  strong,  prosperous,  successful  Adult  Classes,  recog- 
nized as  a  part  of  the  structure  of  the  school,  will  so  appeal 
to  the  younger  people  that  they  will  naturally  go  on  to 
membership  in  them.  Of  course  they  must  be  well  organized, 
their  work  efficiently  and  enthusiastically  carried  on,  so  that 
membership  in  them  will  be  highly  regarded ;  if  this  is  the 
case,  the  boys  and  girls  of  the  school  will  look  forward  to 
membership  as  a  privilege. 


Men  and 


THE  ADULT  CLASS  49 

(c)  Furnish  workers  for  other  departments.  Nearly  all 
schools  have  difficulty  in  securing  an  adequate  number  of 
teachers  and  other  workers.  Often  choice  is  so  restricted 
that  young  people  with  practically  no  training  must  be  placed 
in  important  positions  as  teachers  or  officers.  Thoroughly 
furnished  teachers,  men  and  women  who  have  taken  courses 
of  study  which  have  placed  them  in  possession  of  a  knowledge 
of  the  Bible,  of  the  principles  of  teaching,  of  the  laws  gov- 
erning physical,  mental,  and  spiritual  growth  and 
Supplies  the  development ;  of  the  Sunday-school  problem  in 
Necessary  j|.g  different  phases,  of  the  history  and  teaching 
Workers  ^^    ^^^    Church,    ought    to    be    coming    forward 

constantly  to  take  the  vacant  places  in  the  work- 
ing force  of  our  schools.  Just  this  necessary  preparation 
may  be  given  in  the  Adult  Bible  Class.  There  is  no  good 
reason  why  the  Adult  Bible  Class  may  not  be  made  a  prin- 
cipal and  altogether  efficient  agency  in  preparing  men  and 
women  to  carry  forward  the  work  of  the  school.  Thus  by 
encouraging  and  assisting  the  Adult  Bible  Class,  the  Sunday- 
school  will  be  insuring  the  perpetuity  of  its  own  existence. 

II.     Relation    of    the    Adult    Bible    Class    to    the 
Church 

The  local  church  is  the  unit  of  organized  Christian  ac- 
tivity. The  Church,  it  must  never  be  forgotten,  existed  first, 
and  adopted  the  Sunday-school  as  a  means  of  accomplishing 
The  Church  Certain  important  ends.  A  Sunday-school  may 
is  Larger  exist,  in  some  rare  instances,  where  there  is  no 
Than  Any  Church ;  it  may  be,  indeed,  the  beginning  of  the 
of  its  Parts  Church ;  nevertheless  it  remains  true  that  the 
Church  stands  back  of  the  Sunday-school,  and  without 
the  Church  there  would  be  no  Sunday-school.  The  Adult 
Bible  Class,  therefore,  as  integrally  a  part  of  the  Sun- 
day-school, is  also  a  part  of  the  Church.  As  a  member 
of  the  Church,  every  interest  of  the  Church  is  its  interest. 
Its  true  aim  is  attained,  not  merely  when  its  members  are 
4  " 


50  THE  ADULT  WORKER  AND  HIS  WORK 

increasing  and  its  various  activities  are  being  carried  on  with 
inspiration  and  success,  but  only  when,  in  addition,  it  is  in- 
spiring the  whole  Church  with  new  life  and  the  spirit  of 
conquest.  It  can  not  view  with  anything  but  profound  solici- 
tude evidence  of  lack  of  vitality  in  any  department  of  the 
Church;  the  manifestation  of  a  deficiency  or  a  weakness  any- 
where is  an  invitation  to  the  loyalty  of  the  Adult  Bible  Class 
to  step  in  and  supply  the  lack.  To  withhold  sympathetic 
co-operation  and  earnest  effort  from  any  real  work  of  the 
Church  is  to  defeat  its  own  ultimate  aim.  The  prosperity 
of  the  Church  is  its  victory,  and  the  failure  of  the  Church 
is,  in  the  end,  its  defeat. 

It  follows  that,  as  in  the  relation  of  the  class  to  the 
Sunday-school,  so  with  its  relation  to  the  Church,  there  is 
possible  peril  to  be  guarded  against,  as  well  as  service  to 
be  realized. 

I.  The  danger.  Organization,  as  has  before  been  in- 
timated, tends  toward  independence.     The  danger  is,  that  a 

«.u   r.,  large    class    will    become    a    Church    within    a 

The  Class  /-.,         ,  t  i         •  i       • 

Must  Not         Church.      Impressed    with    its    own    importance, 

Become  a  and  carried  away  by  its  success,  it  may  forget 
Second  ^j-jg  limitations  of  its  mission  and  usurp  the  func- 

^^^  tions  of  the  Church.     This  cannot  but  be  a  hin- 

drance to  the  Church  in  its  endeavor  to  realize  its  own  larger 
mission. 

The  work  of  the  class  is  to  do  for  its  members  that  for 
which  the  Sunday-school  specifically  exists.  Its  sphere  is 
peculiarly  that  of  instruction.  The  element  of  worship,  for 
example,  must  in  the  class  be  subordinated  to  definite,  sys- 
tematic instruction.  Worship — worship  in  prayer,  in  hymn, 
in  responsive  readings — is  needed  by  every  Christian,  but  this 
need  must  be  left  to  be  supplied  by  the  stated  services  of 
the  Church.  If  the  Adult  Class  tries  to  any  considerable  ex- 
tent to  meet  this  need,  it  is  sure  to  become  a  rival  of  the 
Church,  and  thus  prove  itself  a  hindrance  rather  than  a 
help. 


THE  ADULT  CLASS  51 

2.    The  service  of  the  Adult  Bible  Class  to  the  Church. 

It  is  possible  for  the  Adult  Bible  Class  to  become  a 
veritable  right  arm  of  power  to  the  Church.  Its  peculiar 
activities  related  to  the  work  of  the  Church  as  a  whole, 
so  that  they  become  not  at  all  a  duplication  but  a  specializa- 
tion, it  accomplishes  a  work  for  the  Church  which  can  be 
done  by  no  other  means.  If  the  right  relation  obtains, 
class  attendance  will  stimulate  church  attendance.  It  may 
Performs  a  ^^^^  ^^  made  a  recruiting  station  for  the  Church. 
Definite  and  The  invitation,  "Will  you  join  our  Bible  Class?" 
Necessary  may  seem  a  little  less  formidable  to  an  outsider 
Service  ^j^an,  "Will  you  unite  with  the  Church?"     Mem- 

bership in  the  class  brings  one  into  sympathy  with  the  Church. 
If  the  teacher's  deeper  purpose,  and  that  of  the  officers,  is 
to  build  up  the  Church,  and  not  merely  to  build  up  the  class, 
the  class  becomes  one  of  the  most  serviceable  means  of 
attracting  men  and  women  to  the   Church. 

The  existence  of  a  well-organized  Adult  Bible  Class  pro- 
vides the  Church  with  a  training-school.  The  class  may 
well  be  utilized  as  an  agency  for  training  men  and  women 
for  Church  work.  The  young  people's  society 
Trains  the  jg  ^  training-school  for  young  people.  What 
Recruits  about  the  adult  men  and  women  enlisted   from 

the  world's  ranks?  Heretofore  there  has  been 
no  agency  designed  especially  to  drill  them.  They  surely 
need  careful  instruction.  They  must  also  be  led  at  once 
into  active  Christian  service.  The  Church  may  delegate  this 
service  to  the  Adult  Bible  Class.  Persons  who  do  not  feel 
that  they  can  do  definite  and  pointed  religious  work  are  as- 
signed other  tasks  and  gradually  developed.  It  is  frequently 
a  serious  mistake  to  bring  the  new  convert,  especially  if  he  has 
previously  lived  an  ungodly  life,  into  too  great  prominence. 
He  may  be  tested  and  proven  in  the  work  of  the  class.  In  time 
he  may  show  himself  worthy  of  the  higher  honors  of  Church 
office.     In  this  way  valuable  workers  have  been  discovered. 

Men  learn  with  genuine  satisfaction  that  they  can  be  of 


52  THE  ADULT  WORKER  AND  HIS  WORK 

service.  For  years,  it  may  be,  they  have  stood  back  and 
watched  a  few  men  do  all  the  work  of  the  Church.  Now 
a  place  is  made  for  them;  and  their  devotion,  real,  though 
perhaps  not  loudly  voiced,  is  provided  with  a  channel  of 
practical  expression. 

Thus  also  the  pastor's  force  is  increased.  He  no  longer 
is  obliged  to  rely  entirely  upon  a  few  busy  officials,  but  has 
become  the  general  of  a  small  army  with  divisions  and  regi- 
ments and  each  active  in  the  fray. 

Various  particular  forms  of  service  which  the  class  may 
render  to  the  Church  are  suggested  in  a  later  chapter.  It 
will  be  sufficient  in  this  connection  to  add  the  testimony  of 
a  pastor  who  states  that  ninety  per  cent  of  the  members 
of  his  Church  are  members  of  the  Sunday-school,  and  whose 
school  has  two  strong  classes,  one  for  men  and  one  for 
women.  He  says:  "I  believe  there  has  been  no  agency  so 
important  in  the  building  up  of  our  fellowship  as  these  classes. 
.  .  .  Every  man  and  woman  in  the  Church  supports  the 
Church  and  the  Sunday-school  and  every  other  work  of  the 
Church.  .  .  .  The  Church  supports  the  class,  and  the  class 
supports  the  Church.  .  .  .  Our  classes  are  not  just  big 
classes  coming  together  for  half  an  hour  of  Bible  study  on 
Sunday.  We  do  things.  Each  class  has  its  own  activities, 
but  we  are  all  working  together.  We  believe  in  the  Church; 
that  the  Church  is  a  bigger  institution  than  the  class  or 
the  Sunday-school." 
Lesson  Outline: 

I.   Relation  of  the  Adult  Bible  Class  to  the  Sunday- 
School. 

1.  General  principles. 

2.  Points  to  be  guarded. 

3.  The  service  of  the  Adult  Bible  Class  to  the  Sunday- 

school. 
II.    Relation  of  the  Adult  Bible  Class  to  the  Church. 

1.  The  danger. 

2.  The  service  of  the  Adult  Bible  Class  to  the  Church. 


THE  ADULT  CLASS  53 

Topics  for  Special  Study: 

1.  The  place  of  the  class  in  the  social  life  of  the  Church. 

2.  How  loyalty  of  class  members  to  the  Sunday-school 

and  the' Church  may  be  cultivated. 

Questions  for  Class  Discussion: 

I.  Why  is  it  essential  that  the  relation  of  the  Adult 
Bible  Class  to  the  Sunday-school  and  the  Church 
be  clearly  defined? 

2  What  are  the  general  principles  governing  the  re- 
lation of  the  Adult  Bible  Class  to  the  Sunday- 
school  ? 

3.  Discuss  the  points  to  be  guarded  in  the  relation  of 

the  class  to  the  school. 

4.  State  in  detail  the  different  ways  in  which  the  class 

may  serve  the  school. 

5.  Define  in  general  terms  the   relation   of  the   Adult 

Bible  Class  to  the  Church. 

6.  What   are   the   chief   perils    in   the    relation    of   the 

class  to  the  Church? 

7.  What  service  may  the  class  render  the  Church? 


CHAPTER  IV 

THE  CLASS  TEACHER 


"Take  heed  to  thyself  and  to  thy  teaching."— Paw/. 

"Teachers  are  building  their  hopes  of  success  on  new 
plans  and  devices,  or  to  use  a  much  abused  term,  on  method. 
This,  too,  without  duly  appreciating,  if  seeing,  the  fact  that 
the  efficiency  of  a  device  or  method  depends  primarily  on 
what  the  teacher  puts  into  it,  and  especially  the  deeper  fact 
that  a  teacher  can  not  put  into  a  method  what  he  has  not 
within  himself." — E.  E.  White. 

"As  yet  we  have  no  true  and  effective  education.  The 
very  first  essential  in  the  teacher — true  love  and  sympathy 
.  .  .  is  not  made  one  of  the  conditions  of  entering  that 
great  profession.  Till  this  is  made  the  primary  qualification, 
no  real  improvement  in  social  and  moral  character  can  be 
effected.  Mere  intellectual  instruction,  which  is  all  that  is 
now  given,  is  not  complete  education ;  it  is  really  the  least 
important  part  of  it." — Alfred  Russell   Wallace. 

"Personal  power!  Who  shall  analyze  it?  Who  shall  de- 
termine the  common  elements?  I  shall  not  attempt  the  task. 
The  possessor  of  personal  power  does  not  know  what  it  is. 
He  only  knows  that  the  virtue  is  in  him.  We  only  know 
that  all  great  leaders  of  men  have  had  it  in  a  marked  degree. 
We  see  its  manifestations  in  the  reactions  of  those  who  come 
under  its  influence.  Thrice  blessed  is  he  who  is  permitted 
to  see  that  these  reactions  are  good  and  not  evil,  and  that 
they  make  for  'manners,  virtue,  freedom,  power.' " — Wm.  H. 
Maxwell. 


CHAPTER  IV 
THE  CLASS  TEACHER 

The  most  important  factor  in  the  success  of  any  class  is 
the  teacher,  A  deficiency  in  any  other  particular  may  be 
overcome,  but  no  class  can  really  succeed  permanently  or 
^j^g  in    any    large    way    without    having    the    right 

Teacher's  sort  of  teacher.  It  is  of  the  first  importance 
Making  of  that  the  teacher  himself  should  realize  this.  The 
Himself  ultimate    determination    of   any   man's    character, 

personality,  and  abilities  is  largely  within  himself.  The 
teacher,  as  any  other  man,  is  not  responsible  for  not  having 
had  a  right  environment  and  favorable  opportunities  for 
learning  and  culture  in  his  earlier  days ;  he  is  responsible 
if  he  does  not  control  his  environment  and  create  oppor- 
tunities during  his  mature  years.  Some  teachers  are  born; 
many  teachers  are  self-made.  "All  really  superior  teachers," 
says  Philbrick,  "are  every  day  growing  better."  This  chapter 
is  written,  not  by  way  of  discouraging  any  teacher,  but  by 
way  of  pointing  out  to  him  of  worthy  purpose  and  ambition 
possible  directions  of  self-improvement. 

I.    Personal  Qualifications  of  the  Teacher 

A  man  is  of  more  weight  than  what  he  says.  Teaching 
is  not  all  of  word.  The  spirit  of  the  teacher,  his  character, 
his  moral  and  spiritual  ideals,  the  atmosphere  which  he 
The  Man  carries,   his   manner   of   address,   the   disposition 

Determines  which  he  manifests — all  expressed  in  that  inde- 
the  Message  ^^^^^^  ^^^^^  personality,^  this  adds  to  or  de- 
tracts from  his  spoken  word,  and  still  continues  to  speak 
when  he  is  silent.     Blessed,  indeed,  is  that  teacher  concern- 

l"The  great  teacher  is  the  man  of  great  personaUty,  in  whom  nobiHty 
means  more  than  attainments,  and  therefore  the  man  whose  personal  touch 
upon  other  men  is  sure  to  be  quickening  and  ennobling." — A.  F.  West. 

57 


58        THE  ADULT  WORKER  AND  HIS  WORK 

ing  whom  it  may  be  said,  as  of  Lord  Chatham,  that  "every- 
body felt  that  there  was  something  finer  in  the  man  than 
anything  he  ever  said."  It  will  be  of  the  greatest  help  to 
the  teacher  to  remember  that,  once  recognized  as  being  in 
the  teacher's  position,  his  teaching  is  not  during  one  hour, 
but  during  all  hours ;  not  while  standing  before  the  class 
only,  but  while  on  the  street,  in  his  home,  at  his  place  of 
employment,  and  wherever  business  or  pleasure  may  lead. 

The  almost  invariable  testimony  of  those  who  are  led 
to  speak  concerning  their  indebtedness  to  schools  and  school- 
masters is  to  the  effect  that  they  were  influenced  far  more 
than  they  were  taught;  that  the  truth  took  hold  with  the 
grip  of  power  upon  their  lives,  not  so  much  by  means  of 
spoken  or  written  word,  as  through  the  influence  of  some 
godly  man  or  woman  in  whom  moral  truth  and  spiritual 
beauty  lived  incarnate.  "Character  is  caught,  not  taught,"  is 
the  happy  phrase  of  a  modern  educator. 

The   first   concern   of   the   teacher,   therefore,   is   himself; 

his  greatest  service  to  his  class  and  to  his  Lord  will  be  to 

make  himself  the  man   he  ought   to  be.     Every  teacher   of 

religion   ought   to   hold   continually   before   him- 

The  Highest    ggj£  ^j^^  realization  that  a  moral  failure  on  his 

Service  is  i       i       <  r  i  •  11 

in  Being  P^^^  means,  not  only  the  loss  of  his  own  soul,  but 

also  giving  the  lie  to  every  good  and  true  thing 
he  has  ever  taught.  No  matter  how  true  his  teaching  may 
have  been,  it  is  very  largely  nullified  by  the  contradiction 
of  his  conduct ;  his  pupils  will  remember  his  acts  longer  than 
his  words. 

Beyond  the  exemplification  of  the  power  of  religion  in 
a  Christ-like  character,  manifested  by  a  morally  consistent 
walk  and  conversation,  there  are  various  secondary  ways 
Personal  ^^   which   the  teacher   can,   by   his   personal   in- 

Quaiities  fluence,    give    carrying    power    to    the    truth    he 

Whicii  Point  teaches.  Earnestness  is  always  impressive.  En- 
the  Message  thusiasm  is  the  life  of  the  soul.  "The  best 
teacher,"  says  Swett,  "is  he  who  can  best  kindle  hearts  into 
enthusiasm  by  a  spark  of  electric  fire  from  his  own  soul." 


THE  CLASS  TEACHER  59 

Again,  none  but  will  be  attracted  by  gracious  courtesy  and 
by  kindly  sympathy.  Cheerfulness  wins.  A  smile,  a  cordial 
greeting,  and  a  hearty  handshake,  if  they  bear  the  stamp 
of  genuineness,  will  turn  the  key  in  the  locked  door  of  many 
a  heart.  A  sunny  disposition,  persistently  looking  on  the 
bright  side,  placing  the  best  possible  interpretation  on  the 
acts  and  words  of  men,  charity  in  judgment — these  qualities 
commend  themselves  to  all.  Personal  neatness,  cleanliness, 
orderliness — these  adorn  even  religion.  Modesty,  not  "think- 
ing more  highly  of  himself  than  he  ought  to  think,"  gentle- 
ness— these,  combined  in  due  proportion  with  firmness,  ear- 
nestness, and  self-assurance,  will  impart  strength  to  teaching. 
Reasonable  breadth  of  view  is  a  sure  index  to  healthy- 
mindedness,  and  commands  respect  and  assent,  where  intoler- 
ance and  narrowness  would  beget  opposition  and  dissent. 
Courage,  shown  by  a  readiness  to  stand  for  the  right  at 
any  cost,  the  endurance  that  never  whines  or  complains  of 
aches  and  pains,  either  of  the  body  or  the  spirit — these  compel 
admiration.  In  these  and  in  innumerable  lesser  ways,  it  is 
the  teacher's  privilege  to  show  forth  in  and  through  himself 
the  beauty  of  the  religion  of  Christ.  "Neither  do  men  light 
a  candle  and  put  it  under  a  bushel,  but  on  a  candlestick;  and 
it  giveth  light  unto  all  that  are  in  the  house." 

II.    The  Teacher's  Responsibility  to  the  Truth 

The  office  of  teacher  places  one  in  the  position  of  mediator 
between  the  truth  and  men.  To  both,  therefore,  he  owes 
certain  things.     He  owes  it  to  the  truth : 

I.  To  be  intellectually  alive.  "Can  the  blind  lead  the 
blind?"  How  shall  one  teach,  except  he  himself  be  a  learner? 
Yjjg  That  teaching  is  vain  which  does  not  delve  into 

Importance  the  hidden  mine  of  truth  and  from  its  depths 
of  Mental  bring  forth  ever  new  treasures.  The  teaching 
Vitality  g^gj^    Qf   ^j^g   j^Qg^   familiar   truths    should   have 

about  it  an  element  of  freshness  and  newness.  Teaching, 
to  be  with  power,  must  be  first  hand;  not  the  repetition  of 
what  some  one  else  has  said,  but  the  bringing  forth  from 


00  THE  ADULT  WORKER  AND  HIS  WORK 

mind  and  heart  of  the  truth  which  has  had  re-birth  in  one's 
own  soul. 

The  teacher  must,  therefore,  know  how  to  study.  If  he 
does  not  know  how,  he  must  learn  how.  Few  things  are 
more  important  than  this;  it  is  a  fundamental  pre-requisite 
of  all  good  teaching.  Industrious  application  on  the  part 
of  the  teacher  who  knows  how  to  study  will  always  make 
it  possible  for  truth  to  be  presented  in  attractive  form. 
Knowing  how  to  study,  and  the  diligent  use  of  fragments 
of  time,  will  make  it  possible  for  any  teacher  to  over- 
come deficiencies  caused  by  the  lack  of  an  early  education. 
Elementary  faults  in  grammar  and  pronunciation  cannot  but 
negative  the  effect  of  otherwise  good  teaching  with  intelli- 
gent people,  and  lower  the  respect  in  which  the  teacher  is 
held,  especially  with  young  people.  Such  faults  are  almost 
inexcusable  because  so  easily  remedied  on  the  part  of  those 
willing  to  study. 

If  the  teacher  is  really  intellectually  alive,  his  mind  will 
be  open  to  new  truth.  He  will  hear  God  speaking  in  the 
thoughts  and  words  of  the  prophets  and  seers  of  his  own 
day,  as  well  as  in  those  of  ancient  times.  He  will  be  willing 
to  hear,  consider,  and  often  welcome  a  new  statement  of 
truth,  realizing  that  every  age  reclothes  truth  in  the  thought- 
forms  most  intelligible  to  itself.  Most  of  all,  he  will  be  con- 
siderate of  the  opinions  and  judgment  of  others.  The  dog- 
matic, self-opinionated  teacher  who  knows  it  all  is  insufferable. 

2.  To  respect  learning.  In  some  religious  circles  it 
has  been  considered  a  mark  of  loyalty  to  religion  to  cast 
suspicion  and  distrust  upon  learning.  The  teacher 
The  Service  ^^^  ^^^g  ^j^jg  should  be  reminded  that  the  Church 
to  Religion  ^^^  been  the  patron  of  education  and  culture 
from  the  beginning  of  the  Christian  centuries 
until  now,  and  that  by  his  attitude  he  contradicts  both  the 
thought  and  the  practice  of  the  institution  he  assumes  to 
serve.  Least  of  all  should  any  teacher  be  swerved  from 
a  purpose  to  secure  the  largest  and  best  possible  preparation 


THE  CLASS  TEACHER  6i 

by  any  popular  distrust  of  learning.  We  recall  the  attempt 
of  an  illiterate  religionist  to  rebuke  the  learned  Dr.  South 
with  the  words,  "The  Lord  has  no  need  of  your  book-larnin'." 
Quickly  came  the  answer,  "Nor  has  He  any  greater  need 
of  your  ignorance." 

3.  To  be  devoted  to  truth.  Nothing  less  than  a  deep 
and  profound  love  for  truth  is  sufficient  in  a  teacher.  "Truth 
is  the  supreme  good  of  the  mind,  as  holiness  is  that  of  the 

heart."  As  it  is  required  of  all  who  "bear  the 
Love  of  vessels  of  the  Lord"  that  they  be  pure  of  heart 

Required         ^^^^   clean   of  hand,    so   must    it   be    required   in 

the  teacher  that  he  be  single-hearted  in  his  de- 
votion to  truth.  He  should  ever  remember  that  by  the 
relation  he  sustains  to  those  who  look  to  him  for  instruction 
he  is  become  an  apostle  of  truth  to  them.  The  realization 
of  holding  such  an  office  should  so  inspire  his  being  that 
he  will  never  tire  in  his  search  for  the  inmost  heart  of 
truth,  and  that  he  will  never  dare  to  think  or  speak  aught 
but  what  he  is  persuaded  is  true  before  God.  It  was  this 
spirit  that  made  martyrs  of  the  fathers ;  their  devotion  to 
truth,  as  God  showed  it  to  them,  was  such  that  even  life 
itself  was  counted  not  dear  in  comparison.  Something  of 
that  rare  spirit  should  dominate  every  one  who  aspires  to 
be  a  teacher. 

III.    The  Teacher's  Responsibility  to  His  Class 

I.  A  general  statement.  It  has  already  been  specifically 
stated  that  the  greatest  service  which  any  teacher  can  render 
to  his  class  is  to  be  the  man  God  would  have  him  be.  The 
teacher  is  deficient  in  his  sense  of  moral  duty  who  does  not 
realize  that  he  owes  this  to  those  whom  he  is  called  to 
teach.  Likewise,  as  the  teacher  owes  it  to  the  truth  which 
he  represents  to  be  devoted  to  truth,  so  he  owes  it  to  his 
class  to  be  absolutely  sincere  in  his  teaching.  Thus  all 
that  has  been  said  thus  far  in  this  chapter  is  of  application 
here.     Beyond  this  general  statement,  the  teacher's  responsi- 


62  THE  ADULT  WORKER  AND  HIS  WORK 

bility  to  his  class  must  needs  be  particularized.     It   is   the 
part  of  the  teacher — 

2.  To  make  the  Sunday-school  minister  in  the 
largest  and  most  effective  way  to  the  spiritual  life.     It 

is  agreed  that  the  Sunday-school  is  by  far  the  most  important 

religious  agency  of  the  Church.    For  many  years 
The  Spiritual         f  ■      u         £    ^u  •  ^       W       u 

Work  of  the     ^    large   majority    of   the   accessions    to    Church 

Sunday-  membership  have  come  from  the  Sunday-school. 

School  Cen-  In  nearly  every  case  the  teacher  has  been  the 
urs  in  the  central  factor.  This  is  as  it  should  be.  No  one 
else  in  the  school  comes  into  such  close  and  inti- 
mate contact  with  the  pupil  as  the  teacher.  If  the  Sunday- 
school  fulfills  its  spiritual  mission  to  the  individual  member,  it 
will  most  certainly  be  because  the  teacher  recognizes  his  re- 
sponsibility and  does  well  his  part.  In  the  case  of  the  younger 
members  of  the  school,  the  teacher  is  dealing  with  them  in  that 
period  of  life  when  they  are  most  susceptible  to  religious  in- 
fluences and  impressions.  Unless  definite  religious  decisions 
are  made,  great  life  purposes  formed  and  deepened,  earlier  re- 
ligious impulses  and  activities  developed, — in  a  word,  unless 
the  Spirit  of  God  comes  now  to  dominate  and  rule,  the 
chances  are  that  the  person  will  never  become  a  Christian. 
It  is  a  time  fraught  with  the  greatest  spiritual  opportunity, 
and  therefore  to  be  most  carefully  and  earnestly  regarded. 
In  the  case  of  adult  classes,  while  the  opportunity  may  be 
less,  the  need  is  fully  as  great.  If  the  teacher  fails  to  make 
his  work  religiously  effective,  his  failure  becomes  that  of 
the  institution  whose  worker  he  is ;  through  him,  its  repre- 
sentative, the  Sunday-school  has  fallen  short  of  accomplish- 
ing its  greatest  work. 

3.  To  make  the  Sunday-school  worth  while  from  the 
standpoint  of  religious  instruction.  Here  also  it  is  of 
little  practical  value  to  set  up  a  high  educational  ideal  for 
the  Sunday-school,  unless  the  responsibility  for  the  realization 
of  that  ideal  is  definitely  placed.  More  than  upon  any  one 
else,  responsibility  devolves  upon  the  teacher.     Religious  edu- 


THE  CLASS  TEACHER  63 

cators  and  Church  leaders  may  enunciate  an  ideal  standard, 

local    officials    may   plan    effectively    for   the   grading   of    the 

school   and   may   provide   liberally   all    necessary 
Only  the  ,      ....  ,      "^       .   .  ,  /  , 

Teacher  can     i^dhties    and    requisites,   but   unless    the   teacher 

Make  the         proves   himself  equal  to  the  task  thus   imposed 

Sunday-  upon  him  SO  far  as  his  class   is  concerned,  all 

School  Edu-     ^^^^  others  have  done  is  in  vain.    When  it  comes 

Effective         ^^  ^^^  practical  carrying  out  of  plans  for  more 

efficient  Sunday-schools,  the  teacher  is  the  most 

important  factor. 

The  teacher  must  impart  instruction,  and  do  it  in  a  manner 
interesting  and  inspirational.  To  too  great  an  extent  teach- 
ing has  been  the  deliverance  of  a  weekly  homily  on  one 
of  two  or  three  themes.  Exhortation  can  never  take  the 
place  of  teaching.  The  teacher  may  sometimes  be  called  upon 
to  preach,  but  this  is  not  his  regular  work.  Surely  it  ought 
not  be  necessary  to  say  that  for  teaching  to  degenerate  from 
exhortation  to  scolding  or  to  religious  nagging  is  for  it  to 
lose  its  power  and  to  alienate  instead  of  to  attract. 

Neither  is  it  sufficient  that  the  particular  lesson  of  the 
hour,  if,  for  example,  the  Uniform  Lesson  Series  is  being 
used,  should  be  the  measure  of  the  teacher's  effort.  To 
explain  the  meanings  of  the  terms  used,  to  locate  the  events 
and  identify  the  persons  mentioned,  and  finally,  by  way  of 
proper  conclusion,  to  find,  perhaps  by  severe  straining  of  the 
language  used,  in  one  or  two  verses  "some  all-comprehensive 
guidance," — this  is  not  enough.  There  must  be  the  opening 
up  of  a  wider  view  through  this  particular  lesson  as  a  win- 
dow, the  search  for  underlying  principles  that  are  funda- 
mental, the  relation  of  a  fragment  of  truth,  or  of  the  partial 
statement  of  this  lesson,  to  the  whole  of  Christian  truth,  and 
all  must  be  related  to  the  life  of  our  own  day  and  age. 

4.  To  concern  himself  in  the  personal  welfare  of 
every  member  of  his  class.  The  teacher,  no  more  than 
the  pastor,  can  deal  with  men  en  masse.  If  his  teaching  is 
really  to  win   them,   it   will   be   because   it   is   backed  by   a 


64  THE  ADULT  WORKER  AND  HIS  WORK 

personal  interest  which  is  nothing  less  than  love.  This  per- 
sonal interest  must  be  genuine  and  sincere,  not  professional 
or  perfunctory;  it  must  be  intimate,  yet  never  curious  or 
inquisitive;  it  must  concern  itself  with  the 
The  Teacher  whole  compass  of  life,  not  show  itself  nar- 
Must  become   j-qw  ;    it   must   be   constant,   knowing   no   special 

a  Personal  ,  .  .   ..  . 

Friend  season;    such    an    mterest    can    not    fail    to    wm 

a   response   from   the   affections,   and   thus   open 

the  way  of  instruction  to  the  mind  and  of  influence  to  the  soul. 

Such  an  interest  will  prevent  the  teacher's  aim  becoming 
too  exclusively  intellectual.  It  will  bring  the  teacher  into 
relation  with  the  complete  life  of  the  pupil;  coming  thus 
to  know  him,  he  will  regard  him  not  merely  as  a  mind  to 
be  informed,  but  as  a  man  to  be  helped  in  the  practical 
affairs  of  every-day  life,  as  a  human  soul  of  many  interests, 
needing  above  everything  else  to  be  built  up  in  moral  ideals 
and  in  character  and  to  be  strengthened  in  purpose  and  will. 

The  teacher  will  find  it  of  the  greatest  assistance  in  estab- 
lishing such  a  relationship  as  this  between  himself  and  the 
members  of  his  class  to  meet  them  at  other  times  and  places 
than  the  class-room  and  the  class  hour.  This  association 
should  be  supplemented  by  intercourse  on  social  occasions,  in 
the  homes,  and,  if  possible,  at  the  places  of  business.  If  the 
privilege  is  highly  enough  esteemed,  the  opportunity  will  be 
made  for  occasional  close,  earnest,  heart-to-heart  conversations 
which  will  be  worth  more  than  many  hours  of  formal  class 
instruction. 

A  part  of  the  teacher's  obligation  which  is,  perhaps,  most 
likely  to  be  overlooked,  is  to  those  members  of  the  class 
who  are  more  slow  and  dull  of  comprehension  than  others. 
It  is  easy  to  give  almost  exclusive  attention  to  the  alert, 
eager,  quick-witted,  ready-of-speech  pupils  to  the  neglect  of 
those  whose  early  education  was  neglected,  or  who  may 
by  nature  be  less  able  to  express  themselves  fluently  and 
forcibly  than  others.  The  teacher  will  remember  that  it  is 
his  highest  privilege  to  aid  those  who  need  his  help  the  most. 


THE  CLASS  TEACHER  65 

Lesson  Outline: 

I.    Personal  Qualifications  of  the  Teacher. 

II.  The  Teacher's  Responsibility  to  the  Truth. 

1.  To  be  intellectually  alive. 

2.  To  respect  learning. 

3.  To  be  devoted  to  truth. 

III.  The  Teacher's  Responsibility  to  His  Class. 

1.  General  statement. 

2.  To  make  the  Sunday-school  religiously  effective. 

3.  To  make  the  Sunday-school  educationally  effective. 

4.  To  concern  himself  in  the  personal  welfare  of  each 

member. 

Bibliography: 

Trumbull,   "Teaching  and  Teachers." 
Brumbaugh,  "Making  of  the  Teacher." 

Topics  for  Special  Study: 

1.  Great  teachers  of  the  Church ;  the  secrets  of  their 

power. 

2.  Methods  of  personal  work  for  teachers. 

Topics  for  Class  Discussion: 

1.  The  relation  of  the  teacher  to  the  success  of  the 

class. 

2.  The  first  essential  in  a  teacher. 

3.  The  place  of  influence  in  teaching. 

4.  Personal  qualities  desirable  in  a  teacher. 

5.  The  teacher's  intellectual  life. 

6.  How  learning  serves  religion. 

7.  The  importance  of  love  of  the  truth. 


66  THE  ADULT  WORKER  AND  HIS  WORK 

8.  The  place  of  the  teacher  in  the  religious  work  of 

the  school. 

9.  The  place  of  the  teacher   in  the   educational  work 

of  the  school. 
10,    The  personal  relation  of  the  teacher  to  the  members 
of  the  class. 


CHAPTER  V 

THE  COURSE  OF  STUDY  FOR  THE 
ADULT  BIBLE  CLASS 


"Men  can  not  be  well  educated  without  the  Bible.  It 
ought,  therefore,  to  hold  the  chief  place  in  every  institution 
of  learning  throughout  Christendom." — Nott. 

"We  search  the  world  for  truth ;  we  cull 
The  good,  the  true,  the  beautiful 
From  graven  stone  and  written  scroll. 
From  all  old  flower-fields  of  the  soul; 
And  weary  seekers  of  the  best, 
We  come  back  laden  from  our  quest, 
To  find  that  all  the  sages  said 
Is   in  the   Book   our  mothers   read." 

— /.  G.  Whittier, 

"Every  thinking  man,  when  he  thinks,  realizes,  what  a 
very  large  number  of  people  tend  to  forget,  that  the  teach- 
ings of  the  Bible  are  so  interwoven  and  entwined  with  our 
whole  civic  and  social  life,  that  it  would  be  literally — I  do 
not  mean  figuratively,  I  mean  literally — impossible  for  us  to 
figure  to  ourselves  what  that  life  would  be  if  these  teachings 
were  removed.  We  would  lose  almost  all  the  standards  by 
which  we  now  judge  both  public  and  private  morals;  all  the 
standards  toward  which  we,  with  more  or  less  of  resolution, 
strive  to  raise  ourselves." — Theodore  Roosevelt. 


CHAPTER  V 

THE  COURSE  OF  STUDY  FOR  THE  ADULT 
BIBLE  CLASS 

I.    The  Bible  Our  Text-book 

The  place  of  the  Bible  as  the  text-book  of  the  Sunday- 
school  is  firmly  fixed.  Its  sway  is  undisputed.  Lesson  sys- 
tems may  come  and  go,  but  the  Bible  will  ever  remain  as 
the  one  chief  subject  of  study.  It  will  thus  remain,  not  by 
authority  of  Church  or  churchly  doctrine,  but  by  virtue  of 
inherent  worth,  not  only  as  the  religious  masterpiece  of  all 
ages,  but  also,  as  a  modern  educator  has .  termed  it,  the 
"pedagogical  masterpiece"  of  the  world's  literature.  This 
position  was  never  before  so  freely  granted  to  the  Bible  as 
it  is  to-day;  never  before  has  its  place  been  so  secure.  In 
other  times  the  Church  required  that  it  should  be  studied 
in  obedience  to  decree  of  councils ;  to-day  we  desire  to  study 
it  because  we  find  that  it  possesses  the  quality  of  inspiration, 
the  power  of  life  giving. 

The  Bible  contains  the  ideas  and  ideals  which  made  Chris- 
tianity  a  world-conquering  force  during  the  first 
the  Living  Christian  centuries,  and  which  constitute  it  such 
Source  Book  to-day.  What  the  Bible  has  done  for  other 
of  Chris-  ages  and  for  other  men  it  continues  to  do  for 

tiamty  ^j^jg  ^^^  ^^^  ^^^  ^g     p^j.  ^j^jg  reason  men  wish 

to    study    it.      There    are    still    other    reasons    not    far    to 
seek. 

The  Bible  is  a  book  of  life.  It  is  not  a  dry-as-dust 
treatise  on  theology;  it  is  not  fanciful  philosophical  specu- 
lation; it  is  not  made  up  of  assertions  of  scientific  facts, 
true  to-day,  and  out-dated  to-morrow;  it  is  a  book  of  life. 
Living   men   walk   through   its   pages.     Every   chapter    pul- 

69  2 


70  THE  ADULT  WORKER  AND  HIS  WORK 

sates  with  life.  On  every  hand  we  are  in  contact  with 
human  experience;  the  struggle  for  conquest  and  the  strife 
for  gain,  the  outpourings  of  the  heart  in  sorrow  for  sin 
_.  and  in  grief  for  loss.     In  this  literature,  so  true 

The  Book  it  ,    ,  .  .  , 

of  Life  ^°  "^^  ^"^  human  experience,  we  come  mto  the 

immediate  presence  of  God.  Men  are  here; 
but,  better  still,  God  is  here  to  inspire,  to  strengthen,  to 
deliver.  Everywhere  are  evidences  of  His  beneficent  work. 
Through  coming  into  touch  with  Him,  weak  men  become 
strong,  brutal  men  become  kind,  wicked  men  become  pure. 

In  it  we  find  our  standards  and  ideals  all  surpassed.  Our 
deepest  spiritual  longings,  our  purest  and  highest  aspirations, 
our  keenest  contrition  finds  no  adequate  expression  until  we 
make  its  language  our  own.  Beyond  any  purity,  any  nobility, 
any  righteousness  that  we  are  acquainted  with  in  our  best 
friends  or  in  ourselves,  we  fashion  in  imagination  our  ideal 
of  what  a  man  should  be,  only  to  find  our  highest  and 
best  in  thought  surpassed  by  the  crystal  Christ  of  the 
Gospels. 

Its  appeal  is  to  the  interests  of  all  ages.     No  stories  so 

interesting,  so  fascinating,  so  entrancing  to  childhood  as  those 

of  heroes  and  patriarchs  of  the  Old  Testament.     No  counsel 

„.    _  so    practical,    so    helpful,    so    true    to    men    and 

The  Book  r    ,  ,•  ,      i_  ,  j 

for  All  Ages     women  of  life  s  busy  noon  as  the  precepts  and 

teaching  of  Proverbs,  Gospels,  and  Epistles.  No 
comfort  or  assurance  so  deep  and  true  to  the  aged  as  that 
of  the  Psalmist  and  of  John  the  Beloved.  To  take  a  con- 
crete illustration:  "The  Twenty-third  Psalm  has  a  real  and 
natural  application  to  childhood's  interests,  but  the  applica- 
tion grows  more  and  more  profound  with  the  moving  years 
until  old  age  beholds  itself  descending  into  the  valley  of  deep 
darkness.  The  same  is  true  of  a  large  proportion  of  Scrip- 
ture passages  that  have  endeared  themselves  to  the  hearts 
of  men  throughout  the  ages.  .  .  .  Understood  by  a  child, 
they  .  .  .  can  not  be  fully  understood  until  the  measure 
of  life  has  been  filled  to  the  brim." 


COURSE  OF  STUDY  FOR  ADULT  CLASS         71 

As  the  living  source-book  of  the  Christian  faith,  as  the 
Book  of  life,  as  voicing  better  than  our  own  lips  can  frame 
the  appeal  of  our  hearts  to  God,  as  presenting  in  Jesus  the 

ideal  Son  of  man  for  all  ages,  as  appealing  to 
Statement        *^^^    interests    of    the    youngest    member    of    the 

beginner's  department  and  the  senior  member 
of  the  Adult  Bible  Class,  the  Bible  will  ever  remain  as  the 
one  great  text -book  of  the  Sunday-school. 

II.     Guiding   Principles  in  the   Construction   of  a 
Curriculum  for  the  Adult  Department 

1.  The  Adult  Department  curriculum  should  be  a 
part  of  the  larger  curriculum  of  the  school.  The  cur- 
riculum of  the  school  should  be  a  unit,  a  related  whole. 
A  Com  let  There  should  be  progress  from  the  first  grades 
and  Special-  ^o  the  most  advanced.  Just  as  in  the  Intermediate 
ized  Curricu-  Department  courses  for  adolescents  are  provided, 
lum  for  the  go  in  the  Adult  Department  distinct  courses 
Entire  School  ^^^^^  ^^  ^^^  interests  and  needs  of  adults  should 
be  arranged  for.  Unnecessary  duplication  of  courses  should 
be  avoided.  Some  subjects,  treated  in  the  earlier  grades  in  an 
elementary  manner,  may  now  be  taken  up  more  thoroughly. 

2.  The  adult  curriculum  should  be  broad  in  its  scope, 
flexible  and  adaptable  in  nature.  It  should  be  recognized 
that  the  interests  of  the  adult  are  both  sptecial  and  varied. 
Courses  to  Different  courses  should  be  in  progress  simul- 
Meet  the  Va-  taneously.  The  large,  practical  value  of  the  elec- 
ried Interests  tive  principle  should  be  utilized;  only  by  this 
o  Adults  means  may  the  interests  of  the  varied  classes  be 
observed.  By  this  principle,  instruction  may  readily  be  suited 
to  individual  needs.  Some  one  class  may  well  take  up  a  special 
course  of  study  for  a  brief  period.  In  arranging  such  a 
course  class  lines  should  not  be  too  rigidly  adhered  to;  pos- 
sibly members  from  several  adult  classes  may  desire  to  form 
a  group  for  the  study  of  some  special  course,  continuing 
through  three   or   six   months;    such   an   arrangement   might 


^2  THE  ADULT  WORKER  AND  HIS  WORK 

well  be  acceded  to  by  all  concerned.  Considerations  of  benefit 
from  study  and  instruction  should  always  take  precedence  over 
pride  in  numbers.  Sometimes  two  or  more  classes  might  well 
combine  for  a  period  under  the  incentive  of  securing  the 
services  of  a  specialist  in  some  particular  course  of  study. 
3.  The  adult  curriculum  should  be  made  to  serve 
the  need  for  the  training  of  teachers.  At  least  one  class 
of  the  school  should  be  organized  as  a  teacher  training 
class.  A  course  of  study  running  through  at 
Courses  for  j^^g^  three  years  should  be  pursued.  In  a  large 
of  Teachers  school  there  may  well  be  a  Teacher  Training 
Department,  separately  organized,  made  up  of 
classes  recruited  from  the  Senior  and  Adult  Departments,  and 
having  a  thorough  and  comprehensive  course  of  study.  In 
smaller  schools,  where  this  may  seem  impossible,  at  least 
a  few  may  be  gathered  together  into  a  teacher  training 
class.  In  either  case  the  class,  or  classes,  should  be  en- 
rolled with  the  Board  of  Sunday-schools;  the  course  studied 
should  be  one  of  those  authorized  by  the  Board,  and  the 
members  of  the  class  should  be  encouraged  to  take  the  ex- 
aminations and  secure  the  official  Teacher  Training  Diploma 
of  the  Church.i  No  other  need  of  our  Sunday-schools  at 
the  present  time  is  so  general  or  so  great  as  that  for  more 
teachers  prepared  and  trained  to  teach  the  Bible  and  intelli- 
gently minister  to  the  religious  needs  of  childhood  and  youth. 
The  Sunday-school  which  is  not  striving  to  meet,  in  some 
measure,  this  need  is  neglecting  the  first  essential  to  im- 
provement and  self-perpetuation. 

III.      Determining    Factors    in    the    Choice    of    a 
Course   of   Study   for   an   Adult   Bible   Class 

In  deciding  upon  a  course  of  study  for  a  particular  class, 
certain  determining  factors  must  always  be  taken  into  con- 
sideration.    These  are: 


1  Full  information  concerning  courses  of  study  for  Teacher  Training 
Classes,  enrollment,  examinations,  diplomas,  and  all  particulars  may  be  secured 
free  by  addressing  the  Board  of  Sunday-Schools,  57  Washington  St.,  Chicago,  111. 


COURSE  OF  STUDY  FOR  ADULT  CLASS    ^z 

1.  The  membership  of  the  class.  The  age,  interests, 
mental  capacity,  previous  study,  must  all  be  carefully  con- 
sidered. What  would  be  of  intense  and  vital  religious  in- 
Coursetobe  ^^''^^t  to  a  class  of  college  students  might  be 
Determined  dull  and  unintelligible  to  a  class  composed  prin- 
by  the  Make-  cipally  of  busy  men  in  middle  life  who  read 
up  of  the  \\\x\^  and  whose  concern  is  almost  altogether  with 

practical  affairs  of  every-day  life.  The  average 
Adult  Bible  Class  is  made  up  of  people  of  a  wide  range  of  age, 
experience,  and  theoretical  knowledge.  A  course  should  be 
chosen  which  has  an  appeal  to  all;  if  the  interests  of  a  few 
are  allowed  to  dominate,  the  class  is  almost  sure  to  decrease 
in  numbers. 

2.  The  teacher.  The  experience  and  fitting  of  the 
teacher  must  be  considered.  No  course  of  study  will  ad- 
minister itself.  The  teacher  is  a  determining  influence  in 
Course  must  ^^^  success  or  failure  of  any  course.  A  teacher 
be  Such  as  may  well  hesitate  before  venturing  upon  un- 
the  Teacher  familiar  ground.  The  popularity  and  value  of 
Is  Prepared      ^   special   course  of  study  in   one   school   is   no 

assurance  that  it  will  be  a  success  in  another, 
where  it  is  offered  to  a  different  class  and  where  the  teacher 
is  unprepared  to  present  it  properly.  The  Adult  Class  should 
be  allowed  the  liberal  use  of  the  elective  principle  in  the  deter- 
mination of  a  course  of  study,  but  no  class  should  fail  to  give 
consideration  to  the  judgment  and  wishes  of  the  teacher. 

3.  The   ends  sought.     In  every  case  the  ends   desired 

to  be  attained  through  the  course  of  study  should 
Depend  upon  ^^  defined.  These  are  both  general  and  par- 
the  Object  ticular.  Professor  G.  W.  Pease  states  the  gen- 
Which  It  Is  eral  ends  sought  to  be  attained  through  the  Sun- 
Desired  to        day-school  curriculum  as  follows  :i     (a)  To  give 

a  knowledge  of  religious  principles ;  (b)  to  de- 
velop a  keenness  of  ethical  vision ;  (c)  to  win  the  affectional 
nature  to  high  ideals;    (d)  to  develop  power.     The  make-up 


1  An  Outline  of  a  Bible  School  Curriculum,  p.  15. 


74  THE  ADULT  WORKER  AND  HIS  WORK 

of  the  class  or  certain  prevailing  conditions  may  be  such  as 
to  make  some  one  of  these  ends  controlling,  or  to  suggest 
some  other  end  as  particularly  desirable. 

IV.     Suggested   Courses   of   Study   for   the   Adult 
Department 

1.  The  Uniform  Lessons.  The  very  large  majority  of 
Adult  Bible  Classes  at  present  use  the  Uniform  Lessons. 
These  have  certain  marked  advantages  for  the  average  Adult 
Advantages  ^i^le  Class.  Perhaps  chief  of  these  is  the  abun- 
inthe  dance  of  literature  upon  the  lesson,  both  for 
Uniform  the  teacher  and  for  class  members.  This  lesson 
Lessons  system  has  been  in  vogue  for  many  years,  is 
thoroughly  established  and  widely  used,  and  as  a  conse- 
quence the  provision  made  for  the  study  and  teaching  of  the 
lessons  is  abundant,  and  much  of  it  excellent  in  quality. 
The  teacher  and  the  class  who  depart  from  this  course  at 
the  present  must  duly  consider  that,  inasmuch  as  they  are 
departing  from  the  beaten  path  they  will  be  compelled  very 
largely  to  hew  their  own  way.  Outlines  and  text-books  for 
other  courses  may  be  secured,  but  no  such  abundance  of 
material  is  available  as  makes  the  Uniform  Lessons  possible 
of  use  by  the  busy  teacher,  who  can  not,  or  will  not,  take 
a  large  amount  of  time  for  lesson  preparation,  and  by  the 
class  members  who  constantly  lament  that  they  have  no  time 
to  study  the  lesson. 

2.  Special  Courses,  (a)  Teacher  Training  Courses.  A 
number  of  courses  designed  for  adult  classes  organized  and 
Offi  ial  enrolled  as  Teacher  Training  Classes  are  pro- 
Courses  in  vided,  as  before  stated,  by  the  Board  of  Sunday- 
Teacher  schools  of  the  Methodist  Episcopal  Church.  As 
Training  for  a  one-year  course,  the  following  is  offered: 
Adult  Classes  p^^^^  STANDARD  CouRSE.— Text-books :  "The 
Worker  and  His  Bible,"  Eiselen-Barclay ;  "The  Worker  and 
the  School;"  'The  Worker  and  His  Church,"  Beiler. 

As  a  three-year  course,   the   following: 


COURSE  OF  STUDY  FOR  ADULT  CLASS         75 

Advanced  Standard  Course. — Text-books :  First  Year, 
"The  Elements  of  Religious  Pedagogy,"  Pattee;  Second  Year, 
"The  Study  of  the  Bible,"  Walker ;  Third  Year,  "The  Graded 
Sunday-school,"  Meyer,  and  "Organizing  and  Recruiting  the 
Sunday-school,"  Hurlbut. 

(b)  Other  Courses.  A  large  number  of  different  courses 
are  in  use  in  Adult  Bible  Classes.  Some  Sunday-schools 
have  a  carefully  planned  curriculum  for  the  Adult  Depart- 
ment, with  courses  arranged  to  be  taken  in  con- 
ous  Courses  secutive  order.  In  several  instances  a  four  years' 
course  of  study  has  been  arranged.  In  many 
cases  the  teacher,  most  often  a  pastor,  has  designed  a  course 
especially  fitted  to  his  own  class.  We  suggest  below  a  num- 
ber of  subjects  arranged  in  groups,  and  in  each  case  one  or 
more  books  which  may  be  used  as  texts  or  for  reference.  In 
the  use  of  any  of  these  courses  considerable  study  and  train- 
ing, and  some  degree  of  originality  on  the  part  of  the  teacher, 
is  necessary  to  success.  Adequate  time  for  preparation  and 
adaptation  of  material  is  also  essential.  It  is  hardly  neces- 
sary to  state  that  the  actual  value  to  be  gained  from  any 
course  of  study  will  be  in  proportion  to  the  time  and  effort 
put  upon  it  by  teacher  and  class. 

I.   The  Bible. 

1.  Introduction  to  the  Bible. 

"The  Worker  and  His  Bible,"  Eiselen-Barclay. 

2.  The  Bible  as  Literature. 

"The  Literary  Study  of  the  Bible,"  Moulton. 
"The  Bible  as  Literature,"  Moulton  and  others. 

3.  The  Wisdom  Literature. 

"The  Wisdom  Literature,"  Davison. 
"Wise  Men  of  Ancient  Times,"  Kent. 

4.  Prophecy. 

"Prophecy  and  the  Prophets,"  Eiselen. 

5.  The  Old  Testament  Priests. 
"Religion  of  the  Semites,"  Smith. 
"Old  Testament  Theology,"  Schultz. 


76  THE  ADULT  WORKER  AND  HIS  WORK 

6.  The  Message  of  Amos. 

'The  Book  of  the  Twelve,"  Smith. 
"Amos  and  Hosea,"  Harper. 
"The  Doctrme  of  the  Prophets,"  Kirkpatrick. 
"The  Messages   of  the   Earlier    Prophets,"    Sanders 
and  Kent. 

7.  The  Teaching  of  Jesus. 

"The  Teaching  of  Jesus,"  Stevens. 
"The  Teaching  of  Jesus,"  Wendt. 

n.   History  Courses. 

1.  History  of  Israel. 

"History  of  the  Hebrew  People,"  Kent. 
"History  of  the  People  of  Israel,"  Cornill. 

2.  The  Apostolic   Period  of  Christianity. 
"The  Apostolic  Age,"  Bartlet. 

"The  Apostolic  Age,"  Purves. 

3.  Christianity  in  the  Roman  Empire. 
"History  of  the  Christian  Church,"   Hurst. 
"The  Church  in  the  Roman  Empire,"  Ramsay. 

4.  The    Protestant    Reformation. 
"The  German  Reformation,"  Schaff. 

5.  The  History  of  Methodism. 

"The  Worker  and  His  Church,"  Beiler. 
"History   of   Methodism"    (Abridged),    Stevens. 

6.  The  Modern  Missionary  Movement, 

"Outline  of  a  History  of  Protestant  Missions,"  War- 
neck. 

"A  Geography  and  Atlas  of  Protestant  Missions," 
Beech. 

"Christian  Missions   and   Social    Progress,"   Dennis. 

III.   Mission  Study  Courses. 

(The  Young  People's  Missionary  Movement  has  issued 
sixteen  different  Forward  Mission  Study  Courses.  Almost 
any   of   these   are   admirably   adapted   to   the    use   of   Adult 


COURSE  OF  STUDY  FOR  ADULT  CLASS    ^7 

Classes.  Information  as  to  these  courses  and  text -books  may 
be  secured  by  addressing  Young  People's  Missionary  Depart- 
ment, 150  Fifth  Ave.,  New  York.) 

Lesson   Outline: 

L   The  Bible  Our  Text-book. 

n.    Guiding    Principles    in    the    Construction    of    an 
Adult  Department  Curriculum: 

1.  Should  be  a  part  of  the  larger  curriculum  of  the 

school. 

2.  Should  be  broad  in  scope,  flexible,  and  adaptable. 

3.  Should  be  made  to  serve  the  need  for  the  training 

of  teachers. 

IIL    Determining  Factors  in  the  Choice  of  a  Course 
OF  Study  for  an  Adult  Bible  Class  : 

1.  The  membership  of  the  class. 

2.  The  teacher. 

3.  The   ends   sought. 

IV.    Suggested  Courses  of  Study. 

1.  Uniform  Lessons. 

2.  Special  Courses. 

a.  Teacher  Training  Courses. 

b.  Other  Courses. 

Bibliography : 

Pease,  "An  Outline  of  a  Bible  School  Curriculum." 

Topics  for  Special  Study: 

1.  Teacher  Training  in  the  Adult  Department. 

2.  Projected  Courses  of  Study  for  the  Adult  Depart- 

ment. 

Questions  for  Class  Discussion: 

I.   Why  should  the  Bible  be  the  chief  text-book  of  the 
Sunday-school  ? 


78  THE  ADULT  WORKER  AND  HIS  WORK 

2.  Relation  of  Adult  Department  Courses  to  the  cur- 

riculum of  the  school. 

3.  What  should  be  the  characteristics  of  the  Adult  De- 

partment course  of  study? 

4.  What  is  the  office  of  the  Adult  Department  in  the 

training  of  teachers? 

5.  What  consideration  should  be  given  to  the  member- 

ship   of    the    Adult    Class    in    deciding    upon    a 
course  of  study? 

6.  The  influence  to  be  allowed  to  desired  ends  in  the 

choice  of  a  course. 

7.  What  are  the  advantages  of  the  Uniform  Lessons 

as  a  course  of  study  for  the  average  class? 

8.  When  are  other  courses  desirable? 


CHAPTER  VI 

WHAT  THE  TEACHER  IS  ABOUT 


"True  education  is  the  most  desirable  of  all  that  is  good; 
and  therefore  should  not  be  neglected." — Plato. 

"And  the  king  reflected  within  himself:  'What  is  the 
use  of  a  son  neither  learned  nor  virtuous?  And  what  is 
the  use  of  a  blind  eye?'" — Indian  Proverb. 

"We  aim  to  make  full-orbed  men — men  of  keen  sense, 
trained  intellect,  warm  hearts ;  men  rich  in  imagination  and 
emotion ;  men  of  power  to  resolve,  to  initiate,  to  administer, 
to  achieve;  power  to  see  swiftly,  judge  accurately,  decide 
immediately;  to  love  deeply  and  hate  persistently,  and  grow 
forever — men  such  as  all  the  past  of  human  history  now 
should  culminate  in  producing." — W.  H.  P.  France. 


CHAPTER  VI 
WHAT  THE  TEACHER  IS  ABOUT 

It  would  seem  perfectly  obvious  that  the  teacher's  task 
is  to  teach.  But  is  it  entirely  clear  what  is  meant  by  these 
words  to  teach?  Has  the  teacher  himself  stopped  to  inquire 
what  is  involved  in  them?  Is  it  not  a  primary  need  to 
discover  just  what  the  Adult  Class  teacher  is  about,  how  his 
work  of  teaching  is  related  to  education  as  a  whole,  and 
how  best  he  may  proceed  in  order  to  be  sure  of  accomplish- 
ing a  worthy  result? 

I.    What  is  Teaching? 

I.  Teaching  Defined.  We  use  the  word  now  in  the 
sense  of  that  which  the  teacher  is  supposed  to  do  during 
the  brief  period  that  he  stands  before  his   class.     We  give 

three  definitions :  Hart,  "Teaching  is  causing  an- 
Teaching  other  to  know."  Gregory:  "Teaching  is  the  com- 
Defined  munication  of  knowledge — communication  is  used 

here,  not  in  the  sense  of  the  transmission  of  a 
mental  something  from  one  person  to  another,  but  rather 
in  the  sense  of  helping  another  to  reproduce  the  same  knowl- 
edge, and  thus  to  make  it  common  to  the  two."  These  two 
definitions  make  it  clear  that  teaching  is  a  process  in  which 
more  than  one  is  involved;  there  must  be  both  a  teacher 
and  a  learner;  both  must  be  active  if  knowledge,  the  ob- 
jective in  teaching,  is  to  be  conveyed.  This  twofold  aspect 
is  brought  out  in  the  following  definition  from  Trumbull: 
"Teaching  is  that  part  of  the  twofold  learning  process  by 
which  knowledge  which  is  yet  outside  of  the  learner's  mind 
is  directed  toward  that  mind;  and  learning  is  that  part  of 
the  same  twofold  process  by  which  the  knowledge  taught  is 
made  the  learner's  own." 

6  8i  2 


82  THE  ADULT  WORKER  AND  HIS  WORK 

There  can  be  no  teaching,  therefore,  without  learning; 
just  in  the  same  measure  as  the  learner  learns  does  the 
teacher  teach.  This  needs  to  be  emphasized;  Trumbull  was 
not  amiss  in  devoting  several  pages  of  his  work 
Teaching  a  fQj.  teachers  ("Teachers  and  Teaching,"  pp.  9-15) 
Process  ^^    laying    stress    upon    the   fact    that    telling    is 

not  teaching;  telling,  he  says,  may  he  a  part  of 
the  process  of  teaching,  but  in  and  of  itself  it  never  is  teach- 
ing, and,  in  fact,  can  not  be.  He  quotes  Robert  South,  who 
describes  preaching  to  people  who  are  merely  passive  hearers 
as  "a  kind  of  spiritual  diet  upon  which  people  are  always 
feeding  but  never  full;  and  many  poor  souls,  God  knows, 
too,  too  like  Pharaoh's  lean  kine,  much  the  leaner  for  their 
full  feed." 

2.  Teaching  and  Education.  Teaching  in  the  technical 
sense,  as  defined  above,  is  only  a  part  of  the  larger  process 
of  education.  The  mistake,  so  frequently  made  in  connection 
Education  a  ^^^^  ^^^  work  of  the  public  schools,  of  regarding 
Larger  Proc-  "lan  simply  as  mind  to  be  informed,  must  not 
ess  Than  be  repeated  in  the  Sunday-school.  This  concep- 
Teaching  ^j^^^  dominated  the  teaching  of  the  State  schools 
for  many  decades;  v/e  may  be  thankful  that  there  has  been 
a  decided  revolt  against  it  in  recent  years.  From  Pestalozzi^ 
down,  many  of  the  greatest  educators  have  both  protested 
against  it  and  proclaimed  a  better  standard,  nevertheless  it 
still  holds  sway  in  much  contemporary  thinking.  For  in- 
stance, a  recent  writer  of  some  prominence  in  the  Sunday- 
school  world  makes  this  statement,  "Sunday-school  teaching 
is  hardly  teaching  proper,  as  it  has  moral  and  spiritual  ends 
in  view."  This  is  a  belated  remnant  of  the  old  intellectual- 
istic  notion  of  education  which  identified  education  with  mere 
instruction.     To  the  religious  man,  who  regards  men  as  spir- 


1  Pestalozzi's  conception  of  education  is  well  expressed  in  these  words : 
"  Education  relates  to  the  whole  man  and  consists  in  drawing  forth,  perfecting 
and  strengthening  all  the  faculties  with  which  an  all-wise  Creator  has  endowed 
him,  physical,  intellectual,  and  moral."  And  again,  "  Education  has  to  do  with 
the  hand,  the  head,  and  the  heart." 


WHAT  THE  TEACHER  IS  ABOUT  83 

itual  beings,  and  the  religious  as  the  highest  capacity  of 
the  soul,  it  is  impossible  to  be  satisfied  with  any  conception 
of  education  which  means  merely  acquisition  of  knowledge; 
any  education  worthy  of  the  name  must  have  reference  to 
the  whole  of  man, 

3.  The  larger  work  of  the  teacher.  The  work  of  the 
teacher  is  not,  therefore,  comprehended  in  the  term  teaching, 
understood  in  the  technical  sense.  "Teaching  is  a  species  of 
creation.  The  teacher  has  to  do  with  man  as 
The  True  mind,  as  will,  as  heart,  as  spirit.  The  teacher's 
an  Educator  task,  therefore,  is  that  of  educating  the  mind  to 
perceive  clearly,  training  the  will  to  act  right- 
eously, moving  the  heart  to  feel  strongly,  inspiring  the  spirit 
to  be  like  God.  Only  as  the  teacher  fulfills  this  mission  in 
greater  or  less  measure  does  he  become  truly  an  educator. 

II.    The  Task  of  the  Sunday-school  Teacher 

What,  now,  is  the  Sunday-school  teacher  about?  The 
institution  with  which  he  is  connected  exists  to  serve  man 
as   a   spiritual  being.     The   assumption   on   which  it   rests   is 

that  the  greatest  need  of  man  is  to  be  brought 
School*"  *^'  ^"^°  ^^^^ — '^^^  largest,  richest,  highest  life;  and 
Teacher  Has  that  life  it  conceives  to  be  the  sharing  of  the  life 
Regard  to  of  God — His  character  and  joy."  It  insists 
Man's  High-    ^|^^^  ^^  ^^^^^  ^^  ^^^  attainment   of  this   highest 

goal  of  life,  the  whole  of  man's  nature  must  be 
developed,  but  since  the  secular  schools  place  almost  ex- 
clusive stress  on  intellectual  development,  it  devotes  itself 
to  the  service  of  those  other,  the  most  important  and,  strange 
to  say,  most  neglected  interests.  It  holds  that  to  a  trained 
and  informed  intelligence  must  be  added  an  illuminated  con- 
science, a  righteous  will,  a  rich  emotional  nature,  and  a 
sense  of  God.  Its  high  purpose  is  to  take  the  man  whom 
the  schools  have  developed  as  a  thinking  machine  and  make 
of  him  a  patriotic  and  loyal  citizen,  a  conscientious  and 
sympathetic   neighbor,   a   self-sacrificing   and   devoted    father; 


84  THE  ADULT  WORKER  AND  HIS  WORK 

in  these,  and  all  other  possible  relationships  of  life,  truly  a 
creature  of  God.  A  high,  noble,  and  magnificent  task  is  this, 
than  which  no  greater  can  possibly  exist  on  earth. 

III.    The  How  of  the  Teacher's  Task 

1.  By  teaching.  By  teaching  in  the  specific  sense  of 
conveying  instruction.  We  have  by  no  means  meant,  in  what 
we  have  said  above,  to  rule  out  the  element  of  instruction. 

The  first  work  of  the  Sunday-school  teacher  is 
Instruction  is  ^^  ^^^^^^     -p^  ^^^^^   ^j^^   gj^^jg   intelligently   and 

to  Life  wisely    is    not    only    to    add    information    to    the 

learner's  intellectual  stock,  but  to  furnish  the 
soul  with  high  purposes  and  pure  motives,  to  illuminate 
and  quicken  the  conscience,  to  strengthen  the  will  in  right 
doing,  and  to  enrich  the  feeling  nature.  Moreover,  "it  must 
be  acknowledged  that  the  most  solid  results  in  character  can 
not  be  attained  except  upon  a  broad  foundation  of  knowl- 
edge. The  fervent  appeal,  often  spurning  knowledge  and  ig- 
noring instruction,  may  seem  at  the  time  to  be  most  effective 
in  saving  men  and  advancing  the  interests  of  Christianity. 
But  all  experience  proves  that,  alike  in  the  life  of  the  in- 
dividual and  in  the  development  of  the  kingdom,  real  and 
permanent  progress  is  made  only  when  zeal  rests  on  a  solid 
foundation  of  knowledge  and  of  the  truth.''^ 

Biblical  instruction  becomes  the  more  important  inasmuch 
as  the  Scriptures  have  been  ruled  out  of  the  public  schools, 
and  whatever  knowledge  of  them  is  to  be  possessed  must  be 
gained  in  the  home  and  in  the  Sunday-school. 

2.  By  aiding  spiritual  development.  The  teacher  can 
most  effectively  aid  his  scholars  by  considering  that  each 
person  has  a  spiritual  life  in  process  of  becoming.  He  must 
make  it  his  endeavor  to  discover  the  spiritual  man  and,  in 
many  cases,  to  aid  the  person  himself  in  self-discovery.  To 
make  this  discovery  will  take  intimate  acquaintanceship  and 


1  Burton  and  Mathews :  Principles  and  Ideals  for  the  Sunday-School,  p.  7. 


WHAT  THE  TEACHER  IS  ABOUT  85 

keen  spiritual  insight  on  the  teacher's  part.  He  dare  not 
base  his  judgment  on  mere  casual  or  superficial  indications; 
it  will  not  do  to  attach  too  much  importance  to  the  person's 
religious  utterances ;  some  people  reveal  their 
Nourish  the     ^^^^^^,^    ^^^^^    -^^    speech,    many    do    not.      The 

Growing  ,  ^       ,  ,  •       t  • 

Spiritual  Life  teacher  may  be  sure  that  every  person  m  his 
class  has  some  spiritual  interests,  some  religious 
impulses  and  purposes,  some  yearnings  and  strivings  after 
the  divine.  The  teacher's  task  is  to  find  this  spiritual  founda- 
tion and  build  upon  it,  or,  to  change  the  figure,  to  draw 
out  the  powers  of  the  spiritual  nature  which  exist  in  the 
way  of  self-expression.  His  constant  endeavor  should  be  to 
appeal  to  the  spiritual  interests  of  the  individual,  to  nourish 
every  good  impulse,  and  to  strengthen  every  spiritual  pur- 
pose. Every  response  which  the  teacher  secures  marks  a 
stage  of  growth;  it  may  be  slight,  but  it  is  of  significance 
and  importance,  for  it  is  the  indication  of  an  increasing  life. 
Gradual  growth  may  continue  until  the  period  of  full  ma- 
turity is  attained,  or  it  may  be  interrupted  by  one  or  more 
periods  of  sudden,  sharp,  and  decisive  crises — experiences  in 
which  revolutionary  changes  occur  and  decided  and  marked 
advance  is  made.  Of  course,  there  is  at  all  times  the  pos- 
sibility of  spiritual  decline  or  even  disaster.  The  point  we 
are  making  is  that  the  concept  of  growth  constantly  kept 
in  mind  by  the  teacher  will  aid  him  in  making  his  work 
spiritually  effective. 

In  dealing  with  the  members  of  the  class,  the  teacher 
should  value  absolute  frankness  and  honesty  in  his  pupil 
above  all  else  and  seek  to  discourage  all  religious  expression 
which  lacks  the  ring  of  sincerity. 

3.  By  utilizing  the  power  of  personal  contact.  No 
others  means  of  inculcating  high  ideals,  noble  purposes,  spir- 
itual desires  is  quite  so  potent  and  effective  as  that  of  bringing 
persons  into  association  with  other  persons  in  whom  those 
ideals,  purposes,  and  desires  live.  For  one  thing,  the  pre- 
sentation of  the  Christian  life  in  terms  of  words  and  ideas 


86  THE  ADULT  WORKER  AND  HIS  WORK 

is  vague;  in  terms  of  some  beautiful  or  heroic  character 
it  becomes  concrete.  President  King,  an  educator  of  note, 
makes  this  a  central  element  in  his  message;  a  characteristic 

statement  from  him  is:  'T  would  not  decry 
The  Influence  teaching,  but  I  would  emphasize  that  no  teach- 
^^^^  ing    of    morals    and    noble    ideals    by    precept    is 

quite  equal  in  effect  and  influence  to  the  bring- 
ing of  a  surrendered  personality  into  touch  with  a  truly 
noble   Christian   soul." 

In  this  is  to  be  found  an  explanation  of  the  effectiveness 
of  many  teachers  whose  knowledge  of  the  Bible  is  deficient 
and  who  sadly  lack  training  in  methods  and  principles  of 
teaching,  but  who  do  possess  a  vital  religious  life  and  show 
forth  the  graces  of  a  true  Christian  character.  Handicapped 
as  they  are  by  their  lack,  they  are  yet  valuable  and  suc- 
cessful workers  because  of  their  rich  influence  upon  those 
who  are  brought  into  close  association  with  them  from  week 
to  week.  "The  most  conserving  and  inspiring  of  all  in- 
fluences is  love  for  a  holy  person." 

The  teacher  should  consider  it  one  of  the  most  important 
phases  of  his  work  to  make  the  great  characters  of  the 
Bible  live  in  the  thought  and  imagination  of  his  scholars. 
To  do  this  he  must  himself  know  them  intimately ;  only 
so  can  he  make  others  acquainted  with  them.  His  supreme 
service  will  be  that  of  bringing  people  into  intimate  ac- 
quaintanceship and  association  with  Christ,  the  source  of 
life.  He  will  remember  that  ever  so  precise  and  complete 
information  about  Christ  is  not  acquaintanceship  with  Him, 
and  he  will  not  be  satisfied  until  he  has  brought  Christ  as 
a  personal  Friend  into  the  lives  of  the  members  of  his  class. 

Lesson  Outline: 

I.  What  is  Teaching? 

1.  Teaching  defined. 

2.  Teaching  and  education. 

3.  The  larger  work  of  the  teacher. 


WHAT  THE  TEACHER  IS  ABOUT  87 

n.   The  Task  of  the  Sunday-school  Teacher. 

To  bring  men  into  the  largest,  richest,  and  highest  Hfe. 

HI.   The  How  of  the  Teacher's  Task. 

1.  By  teaching. 

2.  By  aiding  self-development. 

3.  By  utilizing  the  power  of  personal  contact. 

Bibliography:  ' 

Coe,  "Education  in  Religion  and  Morals." 

King,  "Personal  and  Ideal  Elements  in  Education." 

Home,  "Psychological  Principles  of  Education." 

Topics  for  Special  Study: 

1.  Modern   conceptions   of   education. 

2.  The  place  of  religion  in  education. 

Topics  for  Class  Discussion: 

1.  What  is  meant  by  teaching? 

2.  Why  is  "telling"  not  teaching? 

3.  Distinguish  between  teaching,  technically  defined,  and 

education. 

4.  When  is  the  teacher  truly  an  educator? 

5.  Discuss  the  task  of  the  Sunday-school  teacher. 

6.  What   is   the   function   of   instruction   as   a   part    of 

the  teacher's  work? 

7.  How  may  the  teacher  aid  in  spiritual  development? 

8.  Tell  of  the  spiritual  value  of  association. 


CHAPTER  VII 

FORMAL  STEPS  IN  THE  TEACHING 
PROCESS 


"A  teacher  with  good  method  and  Hmited  knowledge  will 
do  better  work  than  one  with  full  knowledge  and  poor  method ; 
without  method  he  is  not  a  teacher  at  all,  no  matter  how 
much  subject  matter  he  knows." — Roark. 

"The  strength  of  an  army  does  not  consist  in  the  number 
of  men  alone,  as  Xerxes  discovered  long  ago,  but  in  the 
kind  of  men,  in  their  strength  and  courage,  in  their  power 
of  united  action.  Our  knowledge  is  really  serviceable  to  us 
only  as  it  is  combined  into  connected,  compact  masses  ready 
for  varied  use.  The  purpose  of  the  school,  then,  is  not  simply 
to  accumulate  knowledge,  but  also  to  arrange  and  connect, 
to  organize  and  energize  the  facts  learned,  to  bring  them 
into  potent  combination;  just  as  a  general  first  enlists  re- 
cruits, then  disciplines  them  into  soldiers,  and  organizes  them 
into  an  effective  army.  The  facts  are  indeed  the  materials 
out  of  which  our  intellectual  house  is  to  be  built,  but  we 
are  concerned  not  only  about  getting  these  materials  into 
the  structure  of  the  mind,  but  about  the  plan  and  order 
there  is  among  them,  and  whether  the  walls  are  loose  and 
shaky,  or  firm  and  solidly  built." — McMurry. 


CHAPTER  VII 
FORMAL  STEPS  IN  THE  TEACHING  PROCESS 

Given  a  certain  Bible  lesson  to  be  taught  during  a  cer- 
tain hour,  how  is  the  teacher  to  proceed  to  teach  this  lesson 
to  the  class?  In  a  particular  case,  what  are  the  formal  steps 
in  the   teaching  process? 

Modern  education  is  indebted  to  Herbart,  a  German  phi- 
losopher and  educator,  for  the  enunciation  of  principles  which 
are  everywhere  recognized  as  of  the  first  importance.  Ac- 
cording to  Herbart,  the  formal  steps  in  the  teach- 
Prlncipies  ^"^  °^  ^  particular  lesson  may  be  thus  briefly 
and  simply  stated:  i.  Preparation;  2.  Presenta- 
tion ;  3.  Association  and  Comparison ;  4.  Generalization ;  5. 
Practical  Application. 

McMurry  illustrates  these  steps  by  an  analogy  taken  from 
the  work  of  the  farmer:  "i.  The  soil  is  plowed,  harrowed, 
and  made  ready  for  the  seed.  2.  The  grain  is  sowed  upon 
the  ready  soil  and  raked  in,  3.  The  growing  grain  is  culti- 
vated and  the  weeds  destroyed.  4.  The  harvest  is  brought 
in.     5.   The  grain  is  used   for   practical   purposes   of   food."^ 

I.    Preparation 

The  lesson  is  to  be  introduced  by  a  preliminary  discussion, 
in  which  the  object  of  the  teacher  is  to  discover  common 
ground   between   himself   and   those  whom   he   is   attempting 

to  teach,  and  between  the  truth  which  he  desires 
Discover  a  ^q  communicate  and  those  to  whom  it  is  to  be 
Contact  communicated.    Coleridge  said,  "We  can  not  make 

another  comprehend  our  knowledge  until  we  first 
comprehend  his  ignorance,"  to  which  saying  Trumbull  adds  the 
comment :    "So  long  as  we  suppose  a  scholar  to  know  what  he 

1  How  to  Conduct  the  Recitation,  p.  16. 

91 


92  THE  ADULT  WORKER  AND  HIS  WORK 

does  not  know  we  shall  refrain  from  causing  him  to  know 
that,  and  in  consequence  we  shall  be  unable  to  cause  him 
to  know  anything  beyond  that — anything  to  the  understand- 
ing of  which  that  is  a  pre-requisite."  The  necessity  for  this 
step  is  based  upon  the  principle  that  a  new  idea  can  only 
be  received  and  understood  by  the  mind  by  the  assistance 
of  some  idea  already  possessed.  The  unknown  is  always 
interpreted  in  terms  of  the  known. 

This  step,  it  will  be  readily  recognized,  is  of  the  greatest 
importance  in  teaching  a  new  or  strange  class.  The  edu- 
cation and  training  of  the  class  members,  their  occupations, 
their  general  intelligence, — all  must  be  ascertained  in  some 
way  before  the  teacher  is  prepared  to  proceed ;  otherwise 
he  is  in  danger  of  speaking  to  them  in  an  unknown  tongue. 
As  the  teacher  becomes  more  intimately  acquainted  with 
the  class,  this  step  becomes  correspondingly  less  important. 

One  of  the  most  common  and  most  persistent  dangers  in 
teaching  is  that  of  using  words,  technical  terms,  and  figu- 
rative expressions  which  mean  one  thing  to  the  teacher  and 
something  very  different  to  the  scholar.  It  is  of  especial 
importance  that  there  shall  be  a  mutual  understanding  of 
theological  terms  in  constant  use.  A  little  inquiry  on  the 
part  of  the  Adult  Class  teacher  of  the  members  of  his  class 
is  likely  to  reveal  an  astonishing  haziness  surrounding  such 
words  as  gospel,  law,  atonement,  justification,  conversion, 
repentance,  holiness,  adoption,  miracle,  Pharisee,  eternal  life, 
sin, — all  terms  in  most  frequent  use  in  Sunday-school  teaching. 

II.    Presentation 

In  any  particular  lesson  the  first  step  should  have  re- 
vealed pretty  definitely  what  the  members  of  the  class  know 

upon  the  general  subject  of  the  lesson.  The 
of  New  Ideas  second  Step  has  been  described  as   "bringing  in 

fresh  thought  or  knowledge  to  lay  by  the  side 
of  that  which  is  already  possessed."  As  a  usual  thing,  it  is 
well  at  this   stage  to   read  the  lesson.     Afterward  the   dif- 


FORMAL  STEPS  IN  TEACHING  93 

ferent  facts,  truths,  ideas  of  the  lesson  are  presented  to  the 
minds  of  the  learners. 

The  purpose  at  this  time  should  not  be  to  present  the 
largest  possible  number  of  new  ideas.  Indeed,  it  is  often 
advisable  to  pay  no  attention  to  some  of  the  ideas  of  the 
chapter  or  section.  Merely  to  exhaust  the  lesson  by  bring- 
ing out  every  possible  teaching  which  it  contains  is  a  poor 
ambition.  The  teacher  must  exercise  choice  and  select  cer- 
tain principal  ideas.  His  choice  should  not  be  arbitrary,  but 
governed  by  the  following  principles : 

(a)  Those  ideas  should  be  selected  which  the  previous 
preparation  has  revealed  may  he  most  clearly  and  effectively 
presented.  Regard  should  be  had,  of  course,  to  relative  im- 
portance; also  to  the  special  moral  and  spiritual 
Choose  needs  of  the  members  of  the  class  as  these  are 

Presented^  known  through  the  teacher's  acquaintanceship 
with  them.  Some  local  or  national  event  of  re- 
cent occurrence  may  have  rendered  a  particular  teaching  of 
the  lesson  especially  opportune — such  possibility  for  enforc- 
ing an  important  lesson  should  not  be  overlooked. 

(h)  Regard  should  he  had  for  continuity  of  teaching.  That 
is  to  say,  this  particular  lesson  should  be  related  to  preced- 
ing and  following  lessons.  No  lesson  from  the  Bible  should 
Establish  ^^  treated  as  entirely  separated  from  the  book 
Connection  of  which  it  forms  a  part ;  it  should  also  be  re- 
Between  lated  to  the  teaching  of  other  books.     As  a  rule, 

Lessons  ^^^y  ^^^  particular  lesson  is  a  part  either  of  a 

certain  definite  course  of  study,  or  is  one  of  a  series  of 
lessons  through  which  there  runs  some  continuity  of  thought. 
To  relate  this  lesson  to  what  has  gone  before  will  reinforce 
the  effect  of  previous  teaching,  serve  to  make  clearer  the 
present  truths,  and  by  association  aid  remembrance.  For 
lack  of  the  observance  of  this  principle  a  series  of  lessons 
too  often  remains  in  the  learner's  mind  as  a  meaningless 
medley  rather  than  as  a  hymn  of  many  verses  each  uttering 
a  distinct  truth  of  its  own,  yet  all  on  one  common  theme. 

2 


94  THE  ADULT  WORKER  AND  HIS  WORK 

The  manner  of  presentation  is  important.  The  teacher  of 
children  will  often  present  the  truths  of  the  lesson  in  story 
form ;  adults  who  have  long  passed  the  story  period  are  yet  not 
unaffected  by  manner  of  presentation ;  the  very  words  which 
come  from  the  lips  of  one  teacher  as  dull  and  prosy  fairly  glow 
and  burn  their  way  into  the  heart  as  presented  by  another. 

III.    Association  and  Comparison 

This  step  aims  to  make  clear  what  has  been  presented  by 
associating  it  and  comparing  it  with  what  the  learner  al- 
.  .  ready  knows.  Association  furnishes  the  ties  by 
Acquaints  which  the  Stranger  is  firmly  fastened  in  the  mind, 
the  Mind  while  comparison   acquaints   the   mind   with   the 

with  the  new  idea.     This  step  taken,  the  new  idea  is  no 

New  Idea  longer  external  and  strange,  but  now  the  mind's 
own  familiar  possession. 

This  step  is  fundamental  and  important,  for  the  mind 
always  acts  by  way  of  association;  the  known  is  always  used 
to  interpret,  explain,  classify  the  unknown.  We  invariably 
describe  a  strange  object  by  telling  what  it  is  like.  In  the 
process  of  thought,  association  of  ideas  proceeds  according 
to  two  laws,  that  of  Similarity  and  that  of  Contiguity ;  that 
is,  one  object  in  thought  may  suggest  another  like  itself, 
or  it  may  suggest  another  which  at  some  previous  time  pre- 
ceded or  followed  it  in  experience.  An  endless  procession 
of  ideas,  much  of  which  we  are  only  dimly  conscious  of, 
passes  through  the  mind  in  accord  with  these  two  laws.  The 
teacher  should  familiarize  himself  with  the  ordinary  processes 
of  thought  of  which  this  is  but  a  suggestion. 

This  outline  statement  may  serve  to  emphasize  the  im- 
portance of  making  use  of  association  in  teaching.  As  a 
means  of  doing  this  the  various  forms  of  illus- 
lUustration  Oration  will  be  most  serviceable;  indeed,  just  here 
is  found  the  most  important  use  of  illustration, 
which  has  been  termed  "the  chief  and  central  power  in  the 
teacher's  art."     Under  illustration  is   included  simile,  meta- 


FORMAL  STEPS  IN  TEACHING  95 

phor,  contrasts,  parallel  instances,  objects  as  illustrative  ma- 
terial, and  incidents  from  experience. 

In  the  teaching  of  the  lesson  the  teacher  will  find  it 
helpful  to  group  various  ideas  and  truths  together,  as  (a) 
similar,  as  (b)  contrasted,  or  as  (c)  representing  some  prin- 
ciple of  continuity. 

IV.     Generalization 

This  is  the  period  of  the  harvest.  At  this  stage  the  general 
principle  which  grows  out  of  the  particular  facts  or  statements 
of  the  lesson  is  brought  forward.  This  step  involves  pro- 
Advance  ceeding  from  the  particular,  through  reflection, 
from  the  to  the  general. 

Particular  to  To  illustrate  just  what  is  involved  in  this 
the  General  g^^p .  j^  childhood  we  make  a  series  of  ob- 
servations as  regards  fire.  The  fire  burns  the  wood  in  the 
stove.  The  fire  in  the  grate  burns  the  coal.  The  gas  flame 
burns  the  moth.  The  fire  in  the  field  burns  the  dry  grass. 
After  a  number  of  such  particular  observations,  we  probably 
make  the  generalization.  Fire  burns  all  materials.  Somewhat 
later  a  wider  experience  causes  us  to  correct  this  too  sweep- 
ing generalization.  Likewise,  lying  back  of  all  the  facts  of 
which  our  experience  is  made  up  are  general  truths  not  at 
first  recognized.  Gradually  by  comparing,  contrasting,  re- 
arranging like  groups  we  are  able  to  formulate  from  the 
large  number  of  particular  facts  certain  general  truths  which 
we  term  principles  or  laws.  Exactly  the  same  thing  must 
be  done  in  the  teaching  of  a  lesson.  Unless  this  step  of 
formulating  a  general  principle  is  taken,  all  that  has  preceded 
is  comparatively  useless.  The  various  particulars  which  have 
been  presented  remain  In  the  mind  as  an  unorganized  mass 
without  significance.  "Who  does  not  know  teachers  who 
unceasingly  cram  their  pupils  with  individual  facts,  having 
but  little  regard  to  their  true  meaning  and  their  relation  to 
the  significant  general  truth  which  may  be  derived  from  these 
facts,  in  themselves  entirely  insignificant?"  (De  Garmo.) 


96  THE  ADULT  WORKER  AND  HIS  WORK 

Generalization  is  a  process  of  induction.  The  importance 
of  induction,  as  contrasted  to  deduction,  in  Bible  teaching  may 
well   be    emphasized    in   this    connection.      In    popular    Bible 

study  and  in  average  Sunday-school  teaching 
The  Impor-  deduction  has  had  relatively  much  too  large  a 
Induction         place.     Let  us  first  make  clear  the  meaning  of 

these  terms.  Induction,  as  should  be  already  un- 
derstood from  what  has  been  said  above,  is  the  ascent  from 
particulars  to  the  general ;  drawing  a  conclusion  from  a 
number  of  observed  facts.  Induction  is  the  method  com- 
monly used  in  science ;  it  is  pre-eminently  the  method  of 
scientific  discovery.  Observation  after  observation,  fact  after 
fact  is  set  down,  and  finally,  on  the  basis  of  these,  a  con- 
clusion is  reached  in  the  form  of  a  law. 

Deduction,  on  the  other  hand,  is  the  laying  down  of  a 
general  statement  as  a  law  and  seeking  for  particular  facts 
which  will  substantiate  this  law  as  true.     This  is  much  the 

simpler  and  easier  process.  The  old,  familiar 
Deduction  method  in  Sunday-school  teaching  was  to  state 
quently  Used   ^  doctrine  or  a  rule  of  conduct,  and  cite  Biblical 

examples  and  texts  in  proof.  Other  teachers, 
not  so  well  versed  in  doctrine,  perhaps,  contented  themselves 
by  making  general  statements  and  then  citing  lesson  verses 
in  substantiation.  The  weakness  of  this  procedure  may  easily 
be  seen.  Persons  may  bring  to  the  Bible  almost  any  sort 
of  preconceived  notion  and  find  some  Biblical  statement  which 
may  at  least  be  made  to  lend  color  to  it.  Induction,  which 
seeks  -first  to  discover  exactly  what  the  Bible  says,  not  in 
one  instance  only,  hut  in  a  large  number  of  instances,  and 
then  on  the  basis  of  this  to  reach  a  conclusion,  may  readily 
be  seen  to  be  a  much  more  true  and  valuable  method. 

The  common  fault  in  this  step  of  generalization  is  that 
of  reaching  a  general  conclusion  on  the  basis  of  too  few 
particulars.  The  teacher  should  constantly  guard  against  this. 
It  is  the  fallacy  of  snap  judgments  which  in  actual  life  are 
often  so  unjust.     If  a  new  member  of  the  class  fails  twice 


FORMAL  STEPS  IN  TEACHING  97 

in  succession  to  answer  a  question,  some  fellow  member  is 
almost  certain  to  say,  He  never  studies  his  lesson,  or.  He 
knows    nothing    about    the    Bible.      This    fallacy    has    led    to 

many  false  views  in  Biblical  interpretation.  For 
The  Danger  instance,  many  people  have  taken  the  conversion 
in    enera-       ^    p^^j  ^   standard   and   have   held   that   all 

ization  .  , 

conversions  should  conform  to  this  strikmg  type, 

without  taking  into  account  at  all  the  narrative  which  the 
New  Testament  gives  concerning  the  conversion  of  Matthew, 
John,  James,  Peter,  Philip,  Nathanael,  and  various  others. 
The  teacher  should  enforce  the  principle  that  no  one  has  a 
right  to  make  sweeping  generalizations  unless  he  has  taken 
into  account  many  particular  cases.  Jumping  at  conclusions 
and  the  impromptu  utterance  of  general  statements  on  im- 
portant subjects  are  entirely  out  of  place  in  a  class  for  Bible 
study. 

V.    Practical  Application 

"The  sermon  is  done?"  asked  a  late  comer,  anxiously, 
meeting  the  minister  at  the  door  of  the  church.  "The  ser- 
mon has  been  spoken,"  said  the  minister;  "it  remains  to  be 

done."  Most  important  of  all  is  the  final  step 
Translating  jj^  ^|^g  teaching  process,  putting  to  practical  use 
into  Conduct    ^'^^^  ^^^^  ^^^"  learned.     This  final  step  involves 

the  application  of  the  general  principle,  newly 
derived,  to  new  particulars.  We  mean  by  this  not  so  much 
making  the  application  or  applying  the  moral,  as  these  phrases 
are  commonly  used,  as  translating  the  theory  into  practice 
in  the  every-day  life  of  the  learner.  Emphasis  should  con- 
stantly be  laid  upon  the  fact  that  all  instruction  in  the 
Sunday-school  is  vain  unless  it  actually  modifies  conduct. 
It  is  not  for  the  purpose  of  supplying  facts  or  information,  nor 
merely  for  increasing  and  deepening  the  feeling  Hfe;  it  is 
for  the  purpose  of  supplying  basic  moral  and  ethical  prin- 
ciples which  may  guide  action  and  control  conduct  during 
the  week. 


98  THE  ADULT  WORKER  AND  HIS  WORK 

A  rich  field  for  the  practical  application  of  Biblical  prin- 
ciples of  righteousness  is  to  be  found  in  every-day  life  as 
related  to  sharp  practices  in  business,  to  social  and  industrial 
conditions,  and  to  prevalent  ethical  standards.  The  teacher's 
responsibility  is  to  make  clear  the  point  of  connection  between 
the  principle  and  particular  forms  of  conduct,  and  then 
encourage  the  pupil  to  make  the  application  for  himself. 
While  bearing  in  mind  the  application  of  the  principles  to 
the  lives  of  the  members  of  his  class,  the  teacher  will  guard 
against  voicing  an  application  which  may  be  taken  by  any 
one  person  as  aimed  at  himself.  This  is  almost  certain  to 
put  the  person  on  the  defensive,  resulting  in  an  attitude  in 
which  the  truth  has  little  chance  to  reach  the  heart.  Any 
man  resents  what  he  interprets  to  be  an  attack  in  public 
upon  him.  K  the  teacher  feels  that  he  ought  to  apply  the 
truth  to  some  particular  practice  or  act  of  the  individual, 
let  him  go  to  that  person  when  he  is  alone.  As  a  rule,  if 
the  principle  is  made  plain,  people  may  be  trusted  to  make 
the  application  themselves,  and  it  comes  with  all  the  more 
force  if  it  is  their  own  discovery. 

VI.     General  Comment  on  the  Formal  Process 

The  five  steps  in  the  formal  process  of  teaching  a  lesson 
ought  to  be  made  the  familiar  possession  of  every  teacher. 
The  plan  is  not  presented  with  the  thought  that  it  will  be  rig- 
idly adhered  to  in  the  teaching  of  every  lesson,  rather  that  it 
will  serve  as  a  working  plan — a  guide,  by  the  wise  use  of 
which  the  teacher  will  be  aided  in  planning  how  to  teach 
the  lesson.     Concerning  this  McMurry  well  says : 

"Now,  it  is  evident  that  no  plan  based  on  these  principles 
will  furnish  a  ro\yal  road  to  success  in  teaching.  Success 
along  this  line  depends  upon  industry,  adaptability,  and  con- 
tinuous practice.  .  .  .  (Moreover)  it  is  not  intended  that 
this  plan  and  these  principles  shall  make  a  slave  of  the 
teacher,  but  that  by  a  hard-earned  mastery  of  their  details, 
and  by  a  successful  application  of  them  to  the  concrete  ma- 


FORMAL  STEPS  IN  TEACHING  99 

terials  of  study,  he  gradually  works  his  way  out  into  the  clear 
daylight  of  conscious  power." 

Lesson  Outline: 

I.    Preparation. 
II.    Presentation. 

III.  Association  and  Comparison. 

IV.  Generalization. 

V.    Practical  Application. 
VI.   General  Comment  on  the  Foraial  Process. 

Bibliography: 

McMurry,  "How  to  Conduct  the  Recitation." 

Brown,  "How  to  Plan  a  Lesson." 

Pattee,  "Elements   of   Religious    Pedagogy." 

Topics  for  Special  Study: 

1.  The  life  and  influence  of  Herbart. 

2.  The  use  of  induction  and  deduction  in  Bible  Teach- 

ing. 

Topics  for  Class  Discussion: 

1.  Why    is    Preparation    so    important    a    step    in   the 

formal  process  of  teaching? 

2.  State   the    principles    which    should    control    in    the 

Presentation  of  a  lesson. 

3.  What  is  the  meaning  and   significance  of  Associa- 

tion as  a  formal  step  in  teaching? 

4.  Explain  what   is   meant  by   Generalization. 

5.  Compare  induction  and  deduction,  and  discuss  the 

dangers   in   each   as   related   to   the   teaching   of 
the  Bible. 

6.  What  is  involved  in  Application  as  the   final   step 

in  the  teaching  process? 


CHAPTER  VIII 

INTEREST  AND  ATTENTION 


"There  are  a  good  many  things  which  you  would  like  to 
have  in  a  scholar  which,  after  all,  you  can  get  along  with- 
out ;  but  attention  is  not  one  of  these.  A  scholar  may  lack 
knowledge,  he  may  lack  brightness,  he  may  lack  a  good  dis- 
position, and  yet  he  may  be  taught  by  you.  But  while  a 
scholar  lacks  attention,  teaching  him  is  an  impossibility." — 
Trumbull. 

"There  is  a  curious  microscopic  creature  of  the  ponds, 
called  the  amoeba,  the  very  name  of  which  signifies  constant 
change.  Simple  as  its  life  is,  the  changes  that  take  place  in 
it  are  typical  of  the  life  processes  in  all  the  higher  animals, 
and  even  of  the  processes  of  the  growth  of  the  mind.  What 
does  this  speck  of  jelly  (or  protoplasm)  do  in  order  to 
live?  It  has  a  power,  in  the  first  place,  of  stretching  out 
a  part  of  itself  toward  any  object  that  may  serve  it  as  food, 
extemporizing  a  sort  of  mouth.  The  second  power  which  the 
amoeba  has  is  that  of  retaining  the  valuable  parts  of  the  food 
material,  by  which  means  it  maintains  its  life,  repairs  organic 
waste,  and  grows.  The  mind  has  two  similar  powers.  It 
stretches  out  toward  that  which  answers  to  its  hunger  or  its 
'interest,'  and  so  supplies  itself  with  the  materials  whereby 
it  lives  and  grows.  This  act  of  'stretching  out  toward'  an 
object  presented  to  the  mind  we  call  attention." — Mark. 


CHAPTER  VIII 

INTEREST  AND  ATTENTION 

The  lesson  period  in  the   Sunday-school   is    so   brief,   so 
entirely  inadequate,  in  fact,  that  every  teacher  must  inquire 
as  to  how  the  minimum  of  time  may  be  made  to  yield  the 
largest  possible  return.     Immediately  the  question 
Waste  Qf  waste  suggests  itself.     Admittedly  the  largest 

Inattention      waste  in  all  teaching  is  through  inattention  on  the 
part  of  those  taught.    A  most  important  problem 
for  the  teacher  is,  therefore,  how  to  secure  and  retain  most 
effectively  the  attention  of  all  the  members  of  the  class. 

One  who  has  never  given  thought  to  the   question   may 
readily   test   for  himself  in  the   study   of  this   book   the   im- 
portance of  attention.     Does  this  subject  at  the  present  mo- 
ment have  your  undivided  attention?     While  you 
A  Test  of  ,.  .  ,.  ^  /, 

Attention         were  readmg  the  precedmg  sentence  were  other 

matters  calling  successfully  for  a  part  of  your 
attention?  At  times  are  you  fully  "absorbed"  in  the  study, 
while  at  other  times  you  find  it  necessary  to  re-read  a  sen- 
tence or  perhaps  an  entire  paragraph  because,  while  your  eye 
passed  over  it,  your  thought  was  upon  something  entirely  apart 
from  it  ?  Do  you  carry  away  any  abiding  impression  when  the 
paragraph  you  are  studying  fails  to  receive  your  close  and  un- 
divided attention?  Is  your  attention  easily  turned  away  from 
a  subject  upon  which  you  are  studying? 

A  consideration  of  these  questions  will  show  that  it  does 
not  do  for  the  teacher,  even  of  the  Adult  Class,  to  assume 
that  attention  will  be  freely  and  constantly  given.  Many 
public  speakers  and  many  teachers  make  this  mistake  and 
expend  much  effort  in  vain  when  even  a  casual  study  of  the 

103  2 


104         THE  ADULT  WORKER  AND  HIS  WORK 

subject  of  attention  and  methods  of  gaining  and  holding  it 
would  render  their  work  much  more  effective. 

Interest  and  attention  are  so  closely  bound  together,  con- 
stituting, indeed,  inseparable  parts  of  one  mental  state,  that 
they  may  well  be  considered  in  the  same  chapter. 

I.    Interest 

Interest  has  been  styled  the  motive  power  of  attention. 
Considered  from  the  standpoint  of  psychology,  interest  is  very 
largely  the  product  of  attention.     We  become  interested  in 

the  things  to  which  we  give  attention.  It  may 
Relation  of  ^jg^  ^^  g^j^j  ^j^^^  jj^  general  our  interest  in  a 
Attention         subject   is   in   proportion   to   the   attention   which 

we  give  to  it.  It  would  seem,  therefore,  that 
logically  the  treatment  of  interest  should  follow,  rather  than 
precede  the  treatment  of  attention.  In  practice,  however, 
the  Adult  Class  teacher  confronts  persons  who  have  a  large 
stock  of  already  acquired  interests,  some  personal,  some  pro- 
fessional, some  social,  some  political,  some  purely  intellectual, 
and  so  on.  The  merchant,  for  example,  is  interested  in  the 
tariff,  in  certain  processes  of  manufacturing,  in  sources  of 
supply;  the  workingman  is  also  keenly  interested  in  the  tariff, 
only  from  a  somewhat  different  standpoint ;  the  young  col- 
legian may  have  absolutely  no  interest  in  the  tariff,  but  he 
is  interested  in  the  question  as  to  whether  soccer  football 
is  to  be  substituted  for  the  more  deadly  variety.  These  illus- 
trate only  a  few  of  a  large  number  of  interests  possessed 
by  the  members  of  a  class.^  If  the  teacher  is  to  gain  and 
hold  the  attention  of  the  class,  he  must  appeal  to  these 
already  existing  interests.  Any  allusion  to  them  will  engage 
the  instant  attention. 


1  "  An  adult  man's  interests  are  almost  every  one  of  them  intensely  artifi- 
cial; they  have  slowly  been  built  up.  The  objects  of  professional  interest  are 
most  of  them,  in  their  original  nature,  repulsive ;  but  by  their  connection  with 
such  natively  exciting  objects  as  one's  personal  fortune,  one's  social  responsi- 
bilities, and  especially  by  the  force  of  inveterate  habit,  they  grow  to  be  the 
only  things  for  which  in  middle  life  a  .nan  profoundly  cares." — William  James. 


INTEREST  AND  ATTENTION  lOS 

The  study  of  a  class  for  the  discovery  of  the  pe- 
culiar interests  of  its  members  is  important.  The  keen 
The  and   astute   teacher   will   make   this   a   matter   of 

Discovery  close  observation  and,  in  time,  without  having 
of  Interests  seemed  inquisitive  or  curious,  will  know  the 
dominating  interests  of  a  large  number  of  the  class. 

This  knowledge  may  be  used  in  accordance  with  two 
principles : 

1.  Attention  may  be  gained  by  associating  that  which 
is  not  in  itself  interesting  with  that  in  which  an  interest 
already  exists.     Means  of  association  are  various ;  the  asso- 
ciation may  be  in  terms  of  time,  of  likeness,  of 

The  Use  of  .     ..      .^      -^  ,      .  ^  ^      '  ,   ' 

Association     Similarity   of   circumstance,    of   common    relation 

to  a  third  object,  or  in  any  other  of  numerous 
ways  which  ingenuity  may  suggest.  James  gives,  in  effect, 
the  following  statement  on  this  process:  Begin  with  the 
line  of  the  person's  native  interests  and  offer  him  objects 
that  have  some  immediate  connection  with  these.  Next,  step 
by  step,  connect  with  these  first  objects  and  experiences  the 
later  objects  and  ideas  which  you  wish  to  instill.  Associate 
the  new  with  the  old  in  some  natural  and  telling  way.  The 
two  associated  objects  grow,  as  it  were,  together;  the  in- 
teresting portion  sheds  its  quality  over  the  whole ;  and  thus 
things  not  interesting  in  their  own  right  borrow  an  interest 
which  becomes  as  real  and  as  strong  as  that  which  was  used 
as  the  starting  point. i 

2.  New  interests  may  be  built  up  on  the  basis  of 
already  existing  interests.  Inasmuch  as  attention  is  the 
father  of  interest,  it  will  readily  be  seen  that  perseverance 
in  the  use  of  the  first  named  principle  will  result  not  merely 


1  "  Interest  in  things  present  can  be  extended  to  things  of  the  same  class  in 
the  past.  From  picture  to  story,  from  story  to  biography,  from  biography  to 
history;  from  a  battle  as  an  outward  event  to  the  issue  involved,  and  finally  to 
political  or  ethical  principles;  from  our  national  heroes  to  the  heroes  of  the 
Bible  and  of  Christian  history,  these  will  represent  the  principle  of  extending 
interests  and  so  extending  attention." — George  A.  Coe. 

3 


io6        THE  ADULT  WORKER  AND  HIS  WORK 

in  gaining  attention  for  the  time  being,  but  actually  in  the 
creation  of  new  interests.  The  teacher's  business  is  to  use 
the  present  spontaneous  interest  as  a  means  of  creating  new, 

deeper,  and  more  vital  interests.     Merely  to  make 
Creation  ^  temporary  use  of  already  existing  interests  and 

Interests  ^'^^'^   ^^    ^^^^   ^^   the   building    up    of    new    and 

worthier  interests,  is  to  neglect  one  of  the  high- 
est means  of  service. 

An  illustration  of  how  this  is  actually  accomplished,  more 
or  less  familiar  to  all,  may  be  found  in  the  work  of  our 
missions  to  the  Chinese  in  our  cities.  For  purely  material 
reasons  the  Chinaman  desires  to  learn  to  read.  This  in- 
terest is  seized  upon  by  the  teacher,  who  teaches  him  the 
rudiments  of  reading  and  then  sets  him  to  work  on  such 
sentences  as,  "God  so  loved  the  world  that  He  gave  His 
only  begotten  Son,  that  whosoever  believeth  in  Him  might 
not  perish,  but  have  everlasting  life."  Gradually  a  new  and 
spiritual  interest  is  created.  The  effectiveness  of  this  prin- 
ciple may  be  abundantly  shown  from  the  literature  of  medical 
missions  in  foreign  lands. 

II.    Attention 

I.  What  attention  is.  The  mind  may  be  likened  to  a 
central  station  through  which  passes  an  endless  procession 
of  ideas.  The  mind  attends  somewhat  to  every  one  of  these 
Ideas  At-  ideas  present  in  consciousness,  although  the  com- 
tended  and  mon  remarks,  "I  was  hardly  conscious  of  what  he 
Unattended  was  doing,"  or,  *T  was  hardly  conscious  of  what 
m  Conscious-  j^^  said,"  may  serve  to  show  that  in  many  cases 
the  mind  attends  almost  not  at  all  to  many  of 
the  ideas  actually  present  in  consciousness  during  a  specified 
time.  But  the  mind  is  always,  to  a  greater  or  less  extent, 
focused  upon  some  one  idea;  that  is,  is  attending  with 
interest  and  energy  to  some  one  idea;  that  one  idea,  there- 
fore, may  be  said  to  receive  the  attention  of  the  mind.  It 
has    been    thus    defined:      "Attention    is    a    concentration    of 

2 


INTEREST  AND  ATTENTION  107 

consciousness  upon  any  idea."  (Adams.)  "Attention  is  the 
mental  attitude  in  which  the  thought-power  is  actively  bent 
forward  or  fastened  upon  some  object  of  thought  or  per- 
ception." (Gregory.) 

The  teacher  should  note  that  attention  is   not  a  passive 
state.     Silence  must  not  be  mistaken  for  attention.     Atten- 
tion is  active;  it  involves  effort  and  exertion.     Its  importance 
rests    upon    the    fact,    often    overlooked    by    the 
Attention  is     teacher,  that  knowledge  is  not  something  which 
to  Teaching  ^  ^^^  ^^  passed  over  bodily  from  the  mind  of  the 
teacher  to  the  mind  of  the  learner.   Every  thought, 
every  idea  is  an  original  creation.     The   crude  materials  in 
the   form   of  sensations   are  all   that   can  be   communicated. 
The    receiving   mind    must   take   these   sensations    and    from 
them  reconstruct  the  idea;  it  is  only,  therefore,  as  the  mind 
of  the  learner  is  actively  attentive  that  the  teaching  process 
can    go    on.      No    teaching    without    attenion,    should    be    a 
familiar  axiom  to  every  teacher. 
2.     Kinds  of  attention. 

(a)  Spontaneous  Attention.  (Sometimes  called  Involun- 
tary, or  Attracted,  or  Passive  Attention.)  There  is  a  certain 
kind  and  amount  of  attention  which  can  not  possibly  be 
refused.  No  matter  how  engrossed  one  may  be 
Attention  ^^  ^^  interesting  subject,  attention  is  involun- 
Effort"*  ^^^'^^y    attracted    by    a    brilliant    flash    of    light- 

ning, by  the  scream  of  a  child  in  pain,  by  the 
shouts  of  a  crowd  of  street  revelers,  or  by  the  sensation 
of  hunger  or  thirst.  There  are  different  varieties;  the  at- 
tention which  the  infant  bestows  upon  the  sunbeam  playing 
on  its  crib  is  very  different  from  that  which  the  hunter 
gives  to  tracking  the  game  to  its  lair  or  that  of  the  curious 
woman  listening  to  the  excited  conversation  of  two  neighbors 
in  an  adjoining  yard,  yet  all  three  are  examples  of  spon- 
taneous attention.  Based,  in  childhood,  wholly  upon  instinct, 
it  broadens  with  the  development  of  the  individual  so  that 
in  mature  life  whatever  interests  or  delights  or  satisfies  claims 


io8        THE  ADULT  WORKER  AND  HIS  WORK 

spontaneous  attention.  It  is  always  given  without  effort,  and 
with  it  the  mind  is  eager  and  alert,  needing  not  at  all  to  be 
spurred  to  action. 

(b)  Voluntary  Attention.  (Termed  also  Active  or  Com- 
pelled Attention,  or  Attention  with  Effort.)  This  kind  of  at- 
tention is  so  named  because  it  requires  an  effort  of  will, 
something  of  a  struggle  in  order  that  it  may  be 
with  Effort  given.  It  is  willed  concentration  upon  something 
not  in  itself  interesting  or  attractive,  for  the  sake 
of  a  conceived  good  or  desired  end.  It  lacks  the  life  and 
vitality  which  characterizes  spontaneous  attention  and,  while 
not  always  so,  it  is  likely  to  be  mechanical  and  powerless. 
Two  things  concerning  voluntary  attention  should  be  noted: 
the  power  thus  to  attend  is  acquired — young  children  do  not 
have  it,  and  while  it  is  exceedingly  valuable  and  may  be 
acquired  by  any  one  by  diligent  effort,  many  people  never 
come  to  possess  it;  it  is  almost  momentary  in  its  duration — 
it  can  not  be  maintained  longer  than  for  a  few  seconds,  and  so 
long  as  it  is  depended  upon  it  must  be  constantly  renewed; 
that  is,  the  mind  must  be  brought  back  to  the  point  repeatedly ; 
a  succession  of  acts  of  will  is  required  in  order  that  atten- 
tion may  be  maintained. 

After  this  description  of  the  two  kinds  of  attention,  it 
scarcely  needs  to  be  said  that  the  teacher's  dependence  for 
satisfactory  result  must  be  largely  upon  the  first  named,  or 
spontaneous  attention.  To  be  able  to  appeal  to  it  is  to  insure 
that  all  will  be  able  to  respond,  and  that  the  work  of  teach- 
ing will  proceed  more  smoothly,  more  pleasantly,  and  much 
more  effectively. 

3.     Methods  of  attracting  and  holding  the  attention. 

(a)  Command  and  entreaty.  We  name  this  method  first 
because  it  is  the  method  most  often  used  and  because  it  is 
of  the  least  importance.  A  semblance  of  attention  may 
usually  be  gained  in  an  adult  class  by  an  earnest  entreaty, 
by  asking  it  as  a  favor,  even  by  commanding  it  in  stern 
tones,  or  by  snapping  the  fingers.     With  some  members  of 

2 


INTEREST  AND  ATTENTION  109 

the  class  it  will  be  more  than  the  appearance  of  attention, 
but  at  the  best  it  can  only  be  attention  of  the  voluntary  type, 
and  unless  this  appeal  is  followed  immediately  by  a  presen- 
tation that  has  inherent  power  to  hold  the  at- 
AttenUon  tention  thus  gained,  the  pupils'  minds  will  be 
again  wandering  within  a  moment,  and  the  last 
state  of  that  teacher  will  be  worse  than  the  first.  To  retain 
that  which  has  been  commanded  the  subject  must  be  made 
so  interesting  as  to  arouse  spontaneous  attention.  Occasions 
sometimes  arise  when  it  is  necessary  to  recall  attention  to 
the  presentation  after  it  has  been  distracted  by  some  unusual 
cause,  but  as  little  dependence  should  be  placed  upon  this 
method  as  possible.  The  judgment  of  the  psychologist  con- 
cerning its  use  is  that  the  more  you  have  to  use  this  method 
"the  less  skillful  teacher  you  will  show  yourself  to  be." 

(b)  Removal  of  causes  of  distraction.  This  method  is 
negative,  but  deserves  notice.  Frequently  there  are  little 
things,  easily  remedied,  which  are  continually  distracting  the 

attention,  such  as  a  creaking  door,  a  rattling  win- 
InattenUon      ^ow,  noisy  chairs,  an  unsightly  article  of  furni- 
ture, the  passing  of  papers  or  of  the  contribution 
basket  during  the  study  period.     The  earnest  teacher  can  not 
afford  to  overlook   even  the   smallest  causes  of  inattention. 

(c)  Connect  the  subject  with  life  interests.  The  common 
statement  would  be.  Make  the  subject  interesting.  Probably 
there  is  no  teacher  but   appreciates   the  importance   of  the 

injunction;  what  he  desires  to  know  is,  how  a 
Attention  subject  may  be  made  interesting.  Here  we  recur 
Interest  ^°  what  we  have  said  above  on  the  use  of  asso- 

ciation. The  teacher  should  cultivate  ingenuity 
in  associating  the  subject  matter  of  instruction  with  the 
dominating  interests  of  the  members  of  the  class.  The  teach- 
ing of  Jesus  affords  many  examples  of  how  this  may  be 
done.  In  addressing  people  He  almost  invariably  began  with 
a  figure  of  speech  taken  from  their  daily  life  and  occupation. 
"Behold,  a  sower  went  forth  to  sow."     "I  am  the  Vine,  ye 


no         THE  ADULT  WORKER  AND  HIS  WORK 

are  the  branches."  "He  that  entereth  not  by  the  door  into 
the  sheep-fold,  but  climbeth  up  some  other  way,  the  same 
is  a  thief  and  a  robber."  The  transition  from  the  point 
of  contact  to  the  truth  which  He  desired  to  convey  was 
immediate  and  unforced.  The  religious  teacher  has  a  de- 
cided advantage  over  the  secular  instructor  at  this  point;  it 
is  especially  easy  to  relate  religious  instruction,  both  with 
the  common  affairs  of  life  and  with  the  great  and  vital  in- 
terests of  life. 

(d)  Offer  change  and  variety.  The  human  mind  has 
an  instinctive  desire  for  change  and  variety.  While  this 
is  especially  noticeable  in  the  young,  it  inheres  throughout 
life.  Not  only  so ;  we  have  seen  that  it  is  a 
Instinctive  characteristic  of  attention,  especially  of  the  vol- 
Change  untary  type,  that  it  can  not  be  continually  sus- 

tained. These  two  reasons  make  it  imperative 
that  if  attention  is  to  be  retained  the  subject  be  made  to 
exhibit  constant  change  and  variety. 

There  should  be  variety  in  method  of  teaching  and  reci- 
tation. Routine  should  be  shunned.  Change  frequently  from 
the  declarative  form  of  sentence  to  the  interrogative.  Ques- 
tion in  different  ways.  Address  direct  questions  to  the  in- 
attentive. Speak  sometimes  in  the  third  person ;  sometimes 
in  the  first.  Frequently  bring  in  brief,  apt  illustrations.  Se- 
cure co-operation  from  members  of  the  class.  Assign  definite 
tasks  in  advance.  Have  one  member  bring  in  parallel  state- 
ments ;  another  illustrate  a  point ;  another  read  an  apt  quo- 
tation ;  another  establish  geographical  relations. 

Show  different  aspects  of  the  truth  presented.  If  in 
the  lesson  it  is  stated  in  the  abstract  form,  search  for  con- 
crete examples.  If  the  lesson  has  concrete  examples  of  con- 
duct, seek  in  other  literature  for  an  abstract,  philosophical 
statement,  for  an  apt  proverb,  for  a  poetical  putting  of  the 
truth.  "Above  all,  make  sure  that  the  topic  shall  run  through 
certain  inner  changes,  since  no  unvarying  object  can  possibly 
hold  the  mental  field  for  long." 


INTEREST  AND  ATTENTION  in 

See  to  it  that  constant  progress  is  made  with  the  lesson. 
Never  stop  too  long  on  one  point.  Never  allow  any  one 
person  especially  interested  in  some  one  particular  phase  of 
the  lesson  to  unduly  prolong  the  discussion;  while  he  is 
intently  occupied  the  interest  of  a  score  of  others  may  be 
flagging.  "Attention  is  more  easily  caught  and  kept  by  a 
moving  than  a  stationary  sign." 

The  teacher  should  become  adept  in  such  simple  arts 
as  frequently  changing  the  speaking  tone,  suddenly  raising 
and  again  decidedly  lowering  the  voice ;  changing  posture 
and  attitude;  varying  gestures.  These  useful  devices,  natural 
to  some,  must  be  gradually  acquired  through  effort  by  others. 

(e)  Appeal  to  curiosity.  By  this  means,  again,  the  oppor- 
tunity is  afforded  of  utilizing  a  natural  instinct.  Interest  may 
always   be  aroused  by   "whetting  the  appetite   of   curiosity." 

This  should  be  done  in  the  formal  step  of  prepa- 
Curiosity  ration.     The  intimation  of  hidden  causes,  raising 

a  question  as  to  reasons,  hinting  at  the  mysteri- 
ous, appealing  to  the  desire  for  knowledge,  are  some  of  the 
means  which  may  be  used. 

(f)  Present  an  example  of  attention.  An  inattentive  teacher 
can  not  expect  to  have  an  attentive  class.  The  source  of 
inattention   in  the   class   may   often   be   traced   to   a    lack   of 

interest  on  the  part  of  the  teacher.  Beecher 
The  Influence  jg  ^^^^  ^^  ^lave  instructed  the  janitor,  if  he 
ested  Teacher  ^^^^  discovered  a  sleeping  auditor,  to  go  into  the 

pulpit  and  awaken  the  preacher.  The  teacher 
may  well  place  dependence  upon  the  contagion  of  enthusiasm. 
If  his  preparation  of  the  lesson,  his  whole  attitude  toward 
teaching,  his  presentation,  all  show  his  interest  in  the  sub- 
ject, his  faith  in  the  truth,  and  his  desire  to  impart  instruc- 
tion, this  will  go  far  toward  winning  and  holding  the  interest 
and  attention  of  the  class. 

4.  Acquiring  the  power  of  attention.  Both  for  him- 
self and  for  the  benefit  of  his  class,  the  teacher  should 
magnify  the  importance  of  acquiring  the  habit  of  attention. 


112         THE  ADULT  WORKER  AND  HIS  WORK 

It  should  be  impressed  even  upon  the  Adult  Class  that  "the 
power  of  learning  and  a  man's  power  of  using  his  knowledge 

depend  more  upon  his  ability  of  fixing  and  con- 
Attention  tinning  his  attention  on  what  he  sees  or  hears 
auirement        *     •     *     than    upon    any    other    mental    habit    or 

quality."  The  teacher  can  perform  a  distinct 
service  to  his  class  by  emphasizing  the  value  of  voluntary 
attention. 

Lesson  Outline: 
I.    Interest. 

1.  The   principle   of   association. 

2.  The  building  up  of  new  interests. 

II,    Attention. 

1.  What  attention  is. 

2.  Kinds  of  attention. 

(a)  Spontaneous  attention. 

(b)  Voluntary  attention. 

3.  Methods   of  attracting  and  holding  the  attention. 

(a)  Command  and  entreaty. 

(b)  Removal  of  causes  of  distraction. 

(c)  Connect  the  subject  with  life  interests. 

(d)  Offer  change  and  variety. 

(e)  Appeal  to  curiosity. 

(f)  Present   an   example   of   attention. 

4.  Acquiring  the  power  of  attention. 

Bibliography : 

James,   "Talks   to   Teachers,"   pp.   91-115. 
Fitch,  "The  Art  of  Securing  Attention." 
Hughes,  "How  to  Secure  and  Retain  Attention." 
Gregory,  "The  Seven  Laws  of  Teaching,"  pp.  28-47. 

Topics  for  Special  Study: 

1.  Methods    of    acquiring    new    interests. 

2.  Means  of  developing  the  power  of  attention. 


INTEREST  AND  ATTENTION  113 

Topics  for  Class  Discussion: 

1.  Results  of  the  test  of  attention. 

2.  What  is  the  relation  between  interest  and  attention? 

3.  What  are  native  interests?     Acquired  interests? 

4.  Discuss  the  use  of  the  principle  of  association. 

5.  How  may  new  interests  be  built  up? 

6.  Define  attention. 

7.  The  importance  of  attention  to  teaching. 

8.  Name  and  differentiate  between  kinds  of  attention. 

9.  What   is   the  value  of  enforced  attention? 

10.    Discuss  the  various  methods  of  winning  attention. 


CHAPTER  IX 
ILLUSTRATIONS  IN  TEACHING 


"He  is  the  best  teacher  who  turns  our  ears  into  eyes." 
— Eastern  Proverb. 

"Neither  book  nor  any  product  of  human  skill,  but  life 
itself  yields  the  basis  for  all  education." — Pestalozzi. 

"If  a  man's  sermon  is  like  a  boiled  ham,  and  the  illus- 
trations are  like  cloves  stuck  into  it  afterward  to  make  it 
look  a  little  better,  or  like  a  bit  of  celery  or  other  garnish 
laid  around  on  the  edge  for  the  mere  delectation  of  the  eye, 
it  is  contemptible.  But  if  you  have  a  real  and  good  use 
for  an  illustration,  that  has  a  real  and  direct  relation  to 
the  end  you  are  seeking,  then  it  may  be  ornamental,  and 
no  fault  should  be  found  with  it  for  that." — Beecher. 

"Happy  the  teacher  who  has  inherited  by  nature  or  at- 
tained by  art  a  facility  in  forming  clear  and  simple  illustra- 
tions. He  may  lack  many  other  useful  qualifications,  but 
with  this  one  he  can  scarcely  fail  to  be  interesting  and  in- 
structive. It  needs  but  little  examination  to  show  us  that 
all  great  orators  and  popular  writers  excel  in  this  power 
of  illustration.  Take  any  of  the  great  speeches  of  Burke  or 
Webster,  even  the  most  argumentative,  and  they  will  be 
found  to  sparkle  all  through  with  illustrations,  sometimes 
given  in  full-wrought  figures,  but  more  frequently  in  fit 
words  or  phrases  which  suggest  picturesque  analogies  and 
resemblances  as  full  of  beauty  as  of  light." — Gregory. 


CHAPTER   IX 
ILLUSTRATIONS  IN  TEACHING 

Illustration    is    first    aid    to    understanding.      Literally,    to 
illustrate  means  to  make  luminous,  or  to  throw  light  upon. 
It    is    one   power   of   mind    "holding   up    a    lighted   torch    to 
the   workmanship   of  another."     The   light   must 
tration  Is  come    from    some    idea    that    is    already    in    the 

possession  of  the  mind.  The  teacher's  task  is 
to  bring  the  truth  which  he  desires  to  make  clear  into  asso- 
ciation with  some  familiar  idea.  There  are  various  ways 
in  which  this  may  be  done. 

I.    Kinds  of  Illustrations 

Illustration  may  be  either  verbal  or  material. 

I.  Verbal  illustrations.  Under  this  head  comes  every- 
thing in  the  way  of  examples,  parallel  instances,  comparisons 
and  contrasts,  stories  and  anecdotes.  In  order  that  the  teacher 
may  be  apt  in  illustration  it  is  needful  that  he  understand 
and  know  how  to  use  certain  rhetorical  forms  of  the  largest 
service.     Most   important   of  these  are : 

(a)  The  Simile.  The  simile,  consisting  of  an  expressed 
comparison,  is  the  simplest  kind  of  illustration.  It  is  ex- 
ceedingly helpful  to  the  teacher.  Whenever  he  is  able  to 
use  an  apt  simile  he  may  be  sure  that  he  is 
The  Simplest  teaching  effectively.  Some  familiar  examples  are : 
Illustration  "The  Ungodly  are  not  so:  but  are  like  the  chaff 
which  the  wind  driveth  away."  "For  the  Word 
of  God  is  quick,  and  powerful,  and  sharper  than  any  two- 
edged  sword."  "But  the  path  of  the  just  is  as  the  shining 
light,  that  shineth  more  and  more  unto  the  perfect  day." 
"I  will  be  as  the  dew  unto  Israel."  When  the  comparison 
is  elaborated  the  simile  becomes  a  parable. 

117  2 


ii8        THE  ADULT  WORKER  AND  HIS  WORK 

(b)  The  Metaphor.  The  metaphor,  like  the  simile,  is  based 
upon  comparison,  but  differs  in  that  while  the  simile  uses 
a  distinct  symbol,  usually  the  word  like  or  as,  to  indicate 
The  most  ^^^^  there  is  comparison  of  ideas,  the  metaphor 
Forcible  omits  any  such,  and  assuming  a  likeness,  applies 

Form  of  II-  to  One  of  them  the  term  which  denotes  the  other, 
lustration  j^.  ^j^^g  leaves  more  to  the  hearer  to  discover 
and  acts  more  directly  as  a  mental  stimulant.  As  a  stronger 
figure  it  is  more  forcible  than  the  simile.  It  is  accounted 
the  most  effective  form  of  illustration.  The  average  person 
delights  in  hearing  metaphorical  speech.  Examples  are: 
"Judah  is  a  lion's  whelp."  "Israel  is  an  empty  vine."'  "Ye  ser- 
pents, ye  generation  of  vipers,  how  can  ye  escape  the  damna- 
tion of  hell?"     The  metaphor  expanded  becomes  an  allegory. 

Any  one  of  the  forms  of  illustration  thus  far  mentioned 
should  have  certain  qualities: 

(i)  It  must  be  based  upon  something  thoroughly  familiar. 
The  teacher  who  uses  objects  seen  in  foreign  travel  or  objects 
read  about  in  technical  scientific  treatises  as  a  basis  of  com- 
parison is  not  illustrating  for  the  reason  that 
Essential  the  Strange  object  is  less  known  than  that  which 
Qualities  of      jg  compared  to  it.    For  instance,  a  teacher  might 

Illustrations  ^^^  ^^^^  ^^^  ^°^^  °^  Christ  shining  through  a 
darkened  and  unlovely  life  illumines  it  as  the 
light  of  the  sun  shining  through  the  iridescent  dome  of  the 
Taj  Mahal  reveals  its  gloried  splendor.  The  comparison  is 
good  except  for  the  fact  that  to  most  of  the  members  of 
an  average  class  the  words  Taj  Mahal  convey  nothing  in- 
telligible. How  much  better  to  use  in  a  similar  comparison 
the  art-window  of  a  well-known  church ! 

(2)  It  should  have  more  than  one  unit  of  resemblance. 
There  should  be  enough  of  likeness  so  that  the  resemblance 
is  readily  apparent  and  is  real,  not  fancied.  If  the  resemblance 
is  merely  a  matter  of  the  teacher's  imagination,  it  will  have 
no  force  with  the  class.  Such  are  commonly  spoken  of  as 
far-fetched  illustrations. 


ILLUSTRATIONS  IN  TEACHING  119 

(3)  It  should  present  no  striking  dissimilarity.  Two  ob- 
jects may  have  one  or  more  qualities  in  common  and  yet  be 
so  unlike  in  other  more  important  ways  as  to  make  a  com- 
parison ludicrous. 

In  using  metaphors  the  teacher  should  beware  of  mixed 
figures.  Persons  who  naturally  think  in  figurative  terms  are 
sometimes  likely  to  be  careless  in  forming  their  figures, 
"Let  us  cultivate  this  branch  of  our  vineyard,"  exclaimed 
a  teacher  in  a  fervent  moment.  An  oft-quoted  example  is 
the  following,  "We  see  now  that  old  war-horse  of  the  Democ- 
racy waving  his  hand  from  the  deck  of  the  smoking  ship." 
(c)  The  anecdote.  Brief  incidents  in  story  form  may  be 
very  effectively  used  by  the  teacher  if  care  and  discrimination 
are  employed  in  their   selection.     Not   uncommonly   a   story 

does  more  by  way  of  turning  away  thought  from 
sto^ries^  the  subject  in  hand  than  by  way  of  illuminating 

the  truth.  In  Sunday-school  teaching  illustrative 
incidents  should  be  brief,  pointed,  true  to  life,  and  have  an 
evident  application  to  the  immediate  truth  which  it  is  de- 
sired to  convey. 

2.  Material  Illustrations.  Under  material  illustration 
comes  everything  in  the  way  of  object  teaching  by  the  use 
of  pictures,  maps,  diagrams,  models,  statuary,  coins,  and  of 

the  blackboard.  Lawyers  well  realize  the  power- 
Forms  of  £yj  effect  which  may  be  produced  upon  a  jury 
Teaching         ^^  *^^  display  of  a  firearm,  a  torn  garment,  a 

jewel,  or  a  baby's  shoe.  Any  object  which  will 
translate  an  abstract  idea  into  concrete  form,  or  give  reality 
to  a  thought  which  it  is  desired  to  impress,  is  valuable  as 
an  aid  to  teaching.  Especially  in  a  small  class,  where  all 
are  in  close  enough  proximity  to  the  teacher  to  see  readily, 
pictures  and  illustrated  books  may  often  be  used  to  good 
effect.  The  stereoscope  is  now  being  effectively  employed 
by  many  in  teaching  the  geography  of  Palestine.  Object 
teaching  is  frequently  exemplified  in  the  training  of  the 
prophets  and  in  their  teaching  of  the  men  of  their  genera- 


120         THE  ADULT  WORKER  AND  HIS  WORK 

tion,  Jeremiah  watched  the  potter  at  his  work  while  the 
vessel  that  he  made  of  clay  was  marred  in  his  hand;  "So 
he  made  it  again  another  vessel,  as  seemed  good  to  the 
potter  to  make  it."  Then  the  word  of  the  Lord  came  to 
him  saying,  "O  house  of  Israel,  can  not  I  do  with  you  as 
this  potter?"  (Jer.  i8:i-ii.  See  also  Jer.  13:  iff;  19:  iff; 
24:  Iff.) 

A  blackboard  should  always  be  within  reach  of  the  teacher. 
The  writing  of  an  important  word,  setting  down  a  brief 
summary  or  conclusion,  noting  the  successive  steps  in  an 
argument,  a  ready  sketch  outlining  the  form  of  some  object 
or  portraying  graphicall}^  some  movement  is  often  of  immense 
help.  Many  teachers  who  imagine  they  can  not  use  the  black- 
board at  all  would,  with  a  little  practice,  find  that  they  could 
utilize  it  in  many  simple  ways  to  good  advantage. 

II.    The  Importance  and  Uses  of  Illustrations 

I.  Their  importance.  The  importance  of  illustrations 
in  teaching  can  hardly  be  overestimated.  A  preacher  of  won- 
derful power  over  an  audience,  when  asked  as  to  his  secret, 
replied,  "I  see  pictures."  Races  in  their  infancy 
The  General  gpeak  in  pictures.  He  who  can  incorporate  them 
Illustrations  ^^^^°  ^^^  Speech  is  sure  to  have  the  attention  of 
his  hearers.  "The  truths  of  number,  of  form,  or 
of  relationships  in  position  were  all  originally  drawn  from 
objects,  and  to  present  these  truths  to  the  learner  in  the 
concrete  is  to  let  him  learn  them  as  the  race  learned  them." 
(Spencer.) 

Illustrations,  therefore,  may  be  a  means  of  converting  life 
into  truth.  Everywhere  there  is  interest  in  action,  life,  ob- 
jects, the  things  of  sense.  Robert  South  said  that  illustra- 
tions made  the  truth  plain  by  "sliding  it  into  the  understand- 
ing through  the  windows  of  sense."  It  is  especially  true 
that  with  men  and  women  of  untrained  minds  the  power 
of  observation  is  stronger  and  more  active  than  that  of 
reasoning.     It  is  difficult  or  perhaps  impossible  for  them  to 


ILLUSTRATIONS  IN  TEACHING  121 

follow  a  close  argument,  but  anything  which  appeals  through 
observation  to  judgment  or  conscience  has  influence  and 
weight  with  them.  Thus  argument  to  be  effective  must  make 
use  of  concrete  facts. 

2.  Uses  of  illustrations.  The  uses  of  illustrations  may 
now  be  briefly  stated : 

(a)    To   catch  and  hold  the  attention.     By  means   of  an 

illustration  which   appeals   to   some   common   in- 

The  Specific     terest  the  attention  may  be  immediately  arrested. 

lustrations  ^^^  ^^  quicken  the  imagination.     The  service 

of  imagination  must  often  be  invoked  as  an  aid 

to  learning,  and  it  can  best  be  awakened  by  illustration. 

(c)  To  kindle  the  emotions.  The  emotions  are  of  highest 
importance  as  an  aid  to  moral  and  religious  appeal.  The 
conscience  may,  with  many,  be  more  readily  aroused  through 
the  emotions  than  otherwise,  and  the  emotions  in  turn  may 
be  more  readily  kindled  through  illustrations  than  in  any 
other  way. 

(d)  To  aid  reasoning.  An  argument  may  only  be  made  to 
take  hold  of  the  understanding  by  means  of  some  familiar 
illustration.  Rufus  Choate  is  said  to  have  spent  two  hours 
on  a  point  which  to  almost  every  one  in  the  courtroom  was 
perfectly  clear  within  the  first  five  minutes.  Only  when  he 
talked  about  leather  was  he  sure  that  one  pig-headed 
juror  understood.  Without  that  one  man  he  could  not  win 
his  case. 

(e)  To  assist  memory.  Illustrations  are  easily  retained, 
and  serve  as  a  means  to  recall  that  truth  with  which  they 
are  associated.  A  minister  relates  this  conversation  between 
his  sexton  and  a  poor  woman  who  had  drifted  into  the 
church  on  a  previous  Sunday.  Sexton:  "What  did  the  min- 
ister preach  about  last  Sunday?"  Woman:  "Ice."  Sexton: 
"Well,  what  about  ice?"  Woman:  "He  says  ice  is  cold." 
Sexton :  "O,  come  now,  he  must  have  said  something  more 
sensible  than  that."  "So  is  some  people's  hearts,"  replied 
the  woman,  laconically. 


122        THE  ADULT  WORKER  AND  HIS  WORK 

3.  The  Misuse  of  illustrations.  To  amuse  and  enter- 
tain is  to  be  distinguished  from  teaching.  In  Sunday-school 
teaching  illustrative  incidents  should  be  brief,  pointed,  true  to 
life,  and  have  an  evident  application  to  the  im- 
Illustration  mediate  truth  which  it  is  desired  to  convey.  No 
good  effect  can  possibly  attend  the  telling  of  a 
story  which  is  related  simply  because  it  is  a  "'good  story." 
What  might  be  altogether  in  place  in  an  after-dinner  speech 
has  no  place  in  the  class-room.  There  may  very  easily  be 
too  many  stories.  De  Quincey  speaks  of  a  lecturer  as  being 
in  his  "anecdotage."  Teachers  sometimes  reach  the  same 
stage.  Some  illustrations  have  been  so  often  used  that  they 
are  trite,  and  can  only  be  compared  to  a  thread-bare  texture, 
a  faded  drapery.  Such  may  make  otherwise  good  teaching 
seem  commonplace.  Again,  any  illustration  which  seems 
labored,  which  has  to  be  dragged  in,  which  is  artificial  or 
sensational,  hinders  rather  than  aids  the  teaching  process. 

III.    Finding  Illustrations 

1.  Use  original  incidents.  First  let  it  be  said  that  the 
matter  of  securing  illustrations  must  be  a  process  of  finding. 
Ready-made  illustrations  fit  no  better  than  ready-made  clothes. 

The  illustration  taken  over  bodily  from  a  printed 
Find  Your  collection  is  almost  sure  to  be  handled  awkwardly 
trations  ^^^^  ^°  require  to  have  a  place  made  for  it  in- 

stead of  fitting  naturally  into  the  narrative  or 
argument.  That  which  is  taken  from  the  teacher's  own  experi- 
ence or  out  of  the  life  of  those  who  are  being  taught  has  a 
freshness  and  spontaneity  which  no  borrowed  incident  can  have. 

2.  Cultivate   the   imagination.     Let   the   teacher   insist 

on  his  own  mind  furnishing  him  with  rhetorical 
Figures  figures.      If   required    to    do    so,    the    mind    will 

respond,  and  that  which  at  first  seemed  extremely 
difficult  will  in  time  become  natural. 

3.  Use  observation.  Be  always  looking  for  illustrations 
to  enrich  the  next  Sunday's  lesson.    God's  illustrations  of  His 


ILLUSTRATIONS  IN  TEACHING  123 

own  truth  are  scattered  about  everywhere,  and  the  open  eye 
of  His  teacher  may  soon  be  trained  to  discover  them.  Find- 
ing illustrations   is  largely   a   matter   of   persistently   looking 

for  them.  An  excellent  device  is  for  the  teacher 
Eyes  open        ^^  carry  about   with  him  a  small   notebook   for 

the  special  purpose  of  noting  every  analogy,  every 
conceived  comparison,  every  incident  which  can  possibly  be 
of  future  use  in  teaching.  Another  equally  good  plan  is  for 
the  teacher  to  secure  a  Bible  either  interleaved  or  with  a 
wide  margin  and  note  in  it  as  they  occur  to  him  thoughts, 
incidents,  and  quotations  which  illustrate  or  have  a  bearing 
upon  any  Scripture  passage.  In  time,  by  diligent  use  of  such 
a  plan,  the  teacher  will  have  an  original  treasury  of  illustra- 
tions and  quotations  invaluable  to  him  in  his  teaching. 

Lesson  Outline: 

I.   Kinds  of  Illustrations. 

1.  Verbal  illustrations. 

a.  The  Simile. 

b.  The  Metaphor. 

c.  The  Anecdote. 

2.  Material  illustrations. 

II.  The  Importance  and  Uses  of  Illustrations. 

1.  Their  importance. 

2.  Their  uses. 

a.  To  catch  and  hold  the  attention. 

b.  To  quicken  the  imagination. 

c.  To  kindle  the  emotions. 

d.  To  aid  reasoning. 

e.  To  assist  memory. 

3.  The  misuse  of  illustrations. 

III.  Finding  Illustrations. 

1.  Use  of  original  incidents. 

2.  Cultivate  the  imagination. 

3.  Use  observation. 


124         THE  ADULT  WORKER  AND  HIS  WORK 

Bibliography: 

Spurgeon,  "The  Art  of  Illustration." 

Beecher,    "Yale    Lectures    on    Preaching,"    Vol.    I,    pp. 

154-180. 
Trumbull,  "Teaching  and  Teachers." 

Topics  for  Special  Study: 

1.  The  metaphors  of  the  Bible. 

2.  The  object  teaching  of  the  prophets. 

Topics  for  Class  Discussion: 

1.  What  is  an  illustration? 

2.  The  comparative  value  of  the  simile  and  the  meta- 

phor. 

3.  Necessary  qualities  of  effective  rhetorical  figures. 

4.  The  use  of  stories  in  religious  teaching. 

5.  Effectiveness  of  material  illustrations  in  adult  classes. 

6.  What  makes  illustrations  necessary  in  teaching? 

7.  The  most  important  uses  of  illustrations. 

8.  How  may  illustrations  be  misused? 

9.  How  are  illustrations  to  be  provided? 


CHAPTER  X 

OPEN  SECRETS  OF  SUCCESSFUL 
TEACHING 


"I  have  heard  men  find  fault  with  a  discourse  for  what 
was  not  in  it;  no  matter  how  well  the  subject  in  hand  was 
brought  out,  there  was  another  subject  about  which  nothing 
was  said,  and  so  all  was  wrong;  which  is  as  reasonable  as 
finding  fault  with  my  ploughing  because  it  did  not  dibble  the 
holes  for  the  beans,  or  abusing  a  good  cornfield  because  there 
are  no  turnips  in  it." — Spurgeon. 

He  must  pour  out  upon  them  the  results  of  his  reading, 
his  thought  and  experience,  with  unsparing  prodigaHty,  for- 
getful of  himself  and  his  own  reputation;  even  willing,  like 
a  true  mother,  to  give  up  his  own  mental  being  if  he  can 
only  see  the  life  of  other  souls  springing  into  power  under 
his  hand." — Martin  B.  Anderson. 

"To  form  a  man  is  a  fine  art,  a  perilous  undertaking. 
In  this  art  do  not  venture  the  infallibility  of  a  systematic 
geometry,  and  do  not  expect  from  it  the  supreme  tranquillity 
of  finely  wrought  demonstrations.  In  the  prosecution  of  this 
art  there  will  be  contest,  the  unforseen,  brusque  transitions, 
whims,  failures,  recoveries,  inertia,  the  miracles  of  free  and 
active  nature.  There  will  be  all  the  tumultuous  ebb  and  flow, 
the  bursting  into  harmony,  and  the  degenerating  into  chaos 
which  are  in  man  as  well  as  in  the  sea." — Marion. 


CHAPTER  X 
OPEN  SECRETS  OF  SUCCESSFUL  TEACHING 

I.    The  Teacher's  Preparation  of  the  Lesson 

The  first  and  greatest  secret  of  successful  teaching  is 
preparation  on  the  part  of  the  teacher.  Nothing  will  take 
the  place  of  careful,  intense,  extensive,  thoughtful  preparation 

of  the  lesson.  Here,  as  almost  everywhere  else 
Preparation  jj^  jjf^^  genius  is  principally  capacity  for  hard 
i^ZelssLT         work.     The  teaching  which  seems  most  natural, 

most  spontaneous,  and  most  effective  in  reaching 
minds  and  hearts  is,  as  a  rule,  that  which  has  behind  it  the 
most  extensive  and  laborious  preparation. 

Few  things  are  more  important  than  that  Sunday-school 
teachers  should  be  brought  to  feel  that  their  work  is  so 
important  that  anything  else  than  adequate  preparation,  both 
general  and  particular,  is  inexcusable  negligence.  Sunday- 
school  teachers  are  busy  people;  if  they  were  not  they  would 
be  unworthy  a  place  as  teachers  in  the  Church  of  God.  The 
almost  invariable  excuse  of  lack  of  time  really  means,  "I 
consider  other  things  more  important."  Any  teacher  who 
has  a  proper  conception  of  relative  values  will  so  arrange 
his  daily  schedule  as  to  secure  time  for  preparation. 

It  is  of  first  importance  to  practice  regularity:  lesson 
preparation  for  the  teacher  should  be  as  fixed  and   regular 

a  part  of  the  daily  regime  as  one's  meals.  Lesson 
Preparation  g^^^jy  should  be  guaranteed  by  fixed  habit.  The 
terofHabV    ^'^^^  chosen  should  be  such  as  will  allow  mental 

freshness  and  vigor.  The  farmer  or  merchant 
whose  daily  occupation  requires  much  physical  activity  finds 
it  extremely  difficult  to  hold  the  mind  to  close  study  dur- 
ing  an    evening   hour.      For   many   people,    to    sit    down    in 

127  ^ 


128         THE  ADULT  WORKER  AND  HIS  WORK 

the  evening  after  a  day  in  the  open  air  or  on  one's  feet 
in  the  store  means  to  be  nodding  within  a  few  moments. 
This  tendency  may  usually  be  overcome  if  the  purpose  is 
sufficiently  strong  and  persistent.  If  it  may  not  be,  let  an 
hour  earlier  in  the  day  be  set  apart.  One  can  better  afford 
to  transfer  some  part  of  the  daily  occupation  to  the  evening 
hour  than  to  forego  systematic  study  in  lesson  preparation. 
When  is  the  teacher  thoroughly  prepared  to  teach  the 
lesson?  Here,  again,  there  is  need  for  a  higher  standard. 
It   is   not   enough   that  the   teacher   has   familiarized   himself 

with  the  general  content  of  the  lesson  and  de- 
Necessity  of  cided  on  what  are  the  outstanding  truths  which 
Preparation     ^^^  ^^  ^^  taught.     Said  Goethe,  "Nothing  is  worse 

than  a  teacher  who  knows  only  as  much  as  he 
has  to  make  known  to  the  scholar."  The  teacher  should  be 
a  living  fountain  of  truth.  No  amount  of  preparation  of 
particular  lessons  will  suffice  to  make  him  this.  Some  time 
must  be  regularly  given  to  general  preparation.  The  founda- 
tions of  his  knowledge  should  be  continually  broadening. 
A  wide  range  of  studies  not  directly  bearing  upon  any  one 
lesson,  but  more  or  less  closely  connected  with  Bible  teaching 
as  a  whole,  such,  for  instance,  as  the  geography  of  Palestine, 
the  history  of  the  Assyrians,  Babylonians,  and  Egyptians, 
the  history  of  the  Christian  Church,  ancient  religions  of  the 
Orient,  archaeologj'-,  the  history  of  Biblical  interpretation,  the 
Bible  as  literature,  will  greatly  enrich  his  teaching  and  make 
him  more  and  more  a  teacher  of  power  and  influence.  No 
unreasonable  amount  of  time  is  demanded  for  this.  Hamilton 
W.  Mabie  tells  that  Henry  Ward  Beecher,  who  did  not  care 
for  soup,  read  Froude's  "History  of  England,"  twelve  octavo 
volumes,  in  two  years,  by  regularly  devoting  the  interim  be- 
tween the  announcement  of  dinner  and  the  bringing  on  of  the 
second  course  to  this  purpose. 

In  the  way  of  preparation  of  the  particular  lesson  in 
hand,  the  teacher  should  study  not  only  the  section  which 
is  to  be  taught,  but  its  context,  its  connection  with  the  book 

2 


OPEN  SECRETS  OF  SUCCESSFUL  TEACHING    129 

as  a  whole  from  which  it  is  taken,  parallel  passages,  chrono- 
logical and  geographical  connections.  He  should  come  to 
the  class  hour  having  so  mastered  the  lesson  in  all  its  details 
that  he  feels  thoroughly  familiar  with  it.  It 
Adequate  should  not  be  necessary  for  him  to  lean  upon 
Pr^a^ition  ^"^^  printed  teaching  help.  The  place  for  these 
is  at  home,  not  in  the  class-room.  He  should 
stand  before  his  class  with  only  his  Bible.  His  teaching 
should  be  not  upon  the  basis  of  any  external  authority,  but 
from  within  his  own  mind  and  heart.  Only  that  teaching 
is  with  power  which  is  direct  and  spontaneous. 

The   following   directions    may   well   be    regarded   by   the 
teacher  as  rules  governing  preparation :    Begin  lesson  prepara- 
tion not  later  than  Monday.     Give  thirty  minutes 
Rules  for  ^  ^^^  ^g  ^^^  absolute  minimum,  better  an  hour, 

Preparation     ^°  ^^^^  work.     Use  some  part  of  this  time  each 
week   in   general   preparation.     During   all   your 
preparation  hold  both  your  lesson  and  your  class  constantly 
before  you. 

II.  A  Lesson  Plan 

Every  lesson,  if  it  is  to  be  taught  successfully,  must 
be  carefully  planned  in  advance.  The  making  of  this  plan 
is  an  essential  part  of  the  lesson  preparation.     Having  first 

possessed  himself  of  the  lesson,  studied  it  until 
Each  Lesson  j^^  f^^jg  ^j^^^  [^  js  his  own,  the  teacher  should 
PUnne?^^      then  raise  the  question,   What   am   I  to   try  to 

do  with  this  lesson?  Here  is  the  class  I  am 
set  to  teach;  this  is  the  lesson  I  am  to  teach  them;  how 
can  this  lesson  be  made  of  largest  service  to  this  class?  The 
teacher  dare  not  leave  the  lesson  plan  to  the  chance  questions 
of  the  hour,  to  the  hobbies  and  idiosyncrasies  of  two  or 
three  members  of  the  class,  or  to  the  impromptu  suggestions 
of  his  own  mind.  To  do  so  is  almost  to  guarantee  that 
the  real  teaching  opportunity  of  the  hour  will  be  lost.  It  is 
only  the  train  that  has  a  definitely  arranged  schedule  that 
9 


130        THE  ADULT  WORKER  AND  HIS  WORK 

is  sure  to  make  good  time.  How  frequently  it  happens  that 
the  close  of  the  lesson  period  finds  the  teacher  only  fairly 
started  on  the  lesson,  oftentimes  with  the  lesson  presentation 
unfinished,  or  perhaps  as  often  engaged  in  a  profitless  dis- 
cussion of  some  pet  topic  only  indirectly  connected  with  the 
lesson.  This  is  the  result  of  failing  to  arrange  or  to  carry 
out  a  lesson  program,  and  one  that  might  be  easily  obviated 
by  due  attention  to  planning  the  lesson. 

No  teaching  program  should  be  arbitrarily  adhered  to. 
The  teacher  should  not  be  slavishly  bound  to  any  plan,  how- 
ever excellent.  He  should  always  be  free  to  allow  an  in- 
cident of  the  hour  or  a  manifestation  of  special  interest  to 
emphasize  or  point  some  particular  phase  of  the  lesson. 
A  wide-awake  teacher  will  discover  some  of  his  finest  oppor- 
tunities in  such  ways. 

The  lesson  period  is  so  brief  that  every  moment  must 
be  made  to  count.  A  wise  teacher  will  catch  the  attention 
with  the  first  sentence.  The  success  of  the  first  five  minutes 
goes  far  toward  deciding  the  character  of  the 
A  Lesson  whole  hour.  A  good  impression  at  the  start  will 
Plan  utilizes  ^i^ke  Up  for  some  deficiencies  later.  On  the  other 
Moment  hand,  an  unfavorable  impression  created  in  the 

first  moments  is  exceedingly  difficult  to  over- 
come. So  also  with  the  close.  The  final  and  abiding  im- 
pression is  largely  determined  by  the  last  moments.  The 
lesson,  to  be  most  effective,  must  be  cumulative.  The  strong- 
est impressions  should  come  last. 

III.    Lesson  Movement 

Promptness  is  an  essential  virtue  of  the  successful  teacher. 
A  slow  beginning  invites  a  lazy  recitation.  Tardiness  creates 
the  impression  of  a  lack  of  interest,  while  prompt- 
Pron^to"e^ss*  "^^^  begets  interest.  Minutes  lost  at  the  begin- 
ning of  a  lesson  can  not  possibly  be  regained. 
Promptness  in  beginning  must  be  reinforced  by  rapid  and 
constant  progress.     Prayers  should  be  short;  class  exercises 


OPEN  SECRETS  OF  SUCCESSFUL  TEACHING    131 

brief  and  spirited.  There  is  no  time  for  long  speeches  on 
the  part  of  class  officer,  teacher,  or  scholar.  Frequently  too 
much  time  is  taken  by  pointless  talk  and  fruitless  discussion. 
It  takes  courage  and  tact  to  silence  the  man  who  talks  on 
and  on,  saying  nothing,  but  in  some  way  it  must  be  done. 
The  recitation  must  not  be  allowed  to  drag  at  any  step. 
Directness  should  characterize  questions ;  all  statements  should 
be  pointed.  "We  must  go  to  work  without  circuitousness  or 
unnecessary  circumstance.  .  .  .  The  equator  need  not  be 
approached  by  a  dissertation  on  the  cocoanuts  that  grow  in 
tropical  countries."  No  subject  should  be  suffered  to  become 
dry.  Aim  at  thoroughness,  but  remember  that  any  truth  is 
many  sided  and  capable  of  being  variously  stated. 

Animation  is  a  decided  aid  in  teaching.  While  not  natural 
with  all,  it  may  be  cultivated.  It  meets  the  instinctive  desire 
for  change;  the  animated  teacher  is  always  considered  in- 
teresting. The  life  and  movement  exemplified  by  the  teacher 
is  imparted  to  the  truth  he  teaches,  and  by  this  means  the 
truth  itself  is  made  to  live. 

IV.    Artful  Questioning 

Questioning  occupies  a  prominent  place  in  all  teaching. 
The  adult  teacher,  no  matter  what  his  chosen  method  may 
be,  will  find  skillfully  put  questions  of  much  use  in  quickening 

interest,  arousing  attention,  and  stimulating  the 
The  Service  cental  activity  of  the  members  of  the  class.i 
in  Teaching^    Socrates   said  that  he  asked  questions   in   order 

to  "bring  thought  to  birth."  This  is  its  object 
in  the  adult  class.  With  children  questions  are  used  for  the 
purpose  of  aiding  memory  by  repetition.  The  adult  class 
should  be  beyond  the  need  for  this  use  of  questions.  For 
the  purpose  of  inspiring  thought,  securing  the  restatement  of 


1  "The  true  stimulant  of  the  human  mind  is  a  question,  and  the  object  or 
event  that  does  not  raise  any  question  will  stir  no  thought.  Questioning  is  not 
therefore  merely  one  of  the  modes  of  teaching,  it  is  the  whole  of  teaching; 
it  is  the  excitation  of  the  self-activities  to  their  work  of  discovering  truth, 
learning  facts,  knowing  the  unknown. — Gregory. 

2 


132        THE  ADULT  WORKER  AND  HIS  WORK 

knowledge  in  new  forms,  aiding  the  individual  to  make  the 
application  of  the  truth  of  the  lesson,  drawing  out  the  best 
that  is  in  the  various  members  of  the  class  for  the 
benefit  of  all,  skillfully  put  questions  will  be  of  the  largest 
value. 

Questioning  is  subject  to  common  abuse.  The  use  of 
printed  questions  read  from  a  lesson  help  can  not  be  too 
strongly  condemned.  It  can  not  be  anything  but  formal, 
stilted,  dry,  and  lifeless.  Instead  of  awakening 
Questions  interest,  such  questioning  puts  to  sleep  whatever 
interest  may  have  existed.  Questions  to  be  of 
value  must  have  in  them  some  element  of  surprise,  at  least 
that  of  their  form  of  statement  being  unknown  until  they 
have  been  asked.  The  asking  of  questions,  the  answer  to 
which  is  perfectly  obvious  to  all,  is  likewise  objectionable. 
It  is  too  bland  and  childlike  a  proceeding  for  an  adult  class ; 
it  does  not  command  the  respect  of  the  intelligent;  questions 
should  compel  thought.  Too  often  this  sort  of  questioning 
is  intended  to  hide  a  lack  of  real  information  on  the  part 
of  the  teacher,  which  it  never  succeeds  in  doing. 

An  occasional  exercise  in  which  simple  questions  intended 
to  bring  out  the  facts  of  the  lesson  are  asked  with  rapidity 
and  spirit,  allowing  all  who  will  freely  to  respond,  is  of 
service  in  breaking  up  formality,  inducing  the  timid  to  take 
part,  and  in  fixing  in  the  mind  the  essential  facts.  It  may 
also  serve  to  awaken  a  class  which,  made  up  of  active  people 
not  accustomed  to  much  study,  has  become  dull  and  drowsy 
as  the  result  of  being  for  a  time  quietly  seated.  Skill  in 
rapid-fire  questioning,  as  it  is  called,  must  usually  be  acquired 
by  the  teacher  through  practice. 

Too  much  reliance  on  questioning  tends  to  suppress  spon- 
taneity in  the  class ;  some  are  likely  to  feel  that  they  may  not 
venture  a  statement  unless  directly  called  upon.  It  is  much 
better  for  the  teacher  to  encourage  by  occasional  requests 
and  by  direct  suggestions  the  contributions  of  all  members 
of  the  class  upon  the  subject  under  discussion. 


OPEN  SECRETS  OF  SUCCESSFUL  TEACHING    133 

V.    Class  Co-operation 

It  has  become  so  familiar  and  is  regarded  so  worthy  of 
acceptation  as  to  be  considered  axiomatic  in  good  teaching, 
that  it  is  what  the  individual  does  for  himself  and  by  himself 

under  the  teacher's  guidance  that  really  educates 
Co-operation  him.  J,  S.  Mill  declared  that  it  must  be  regarded 
on  the  Part  of  ^g  ^^^  ^^^y  ^^^sis  of  education  that  the  secret 
Is  Essential     ^^  developing  the  faculties  is  to  give  them  much 

to  do  and  much  inducement  to  do  it.  The  con- 
stant endeavor  of  the  wise  teacher,  therefore,  will  be  to 
secure  the  co-operation  of  every  member  of  his  class.  It 
will  not  do  merely  to  tell  the  class  members  to  study  the 
lesson.  Even  if  they  were  inclined  to  do  so,  many  would 
not  know  how  to  proceed.  The  teacher  must  include  each 
member  in  his  own  plans  for  lesson  preparation.  He  must 
not  only  make  clear  how  he  wants  the  lesson  studied,  but 
also  consider  what  each  can  do  and  assign  a  possible  task 
to  each.  The  tact  and  discernment  of  the  teacher  will  be 
tested  in  utilizing  to  the  fullest  extent  the  peculiar  abilities 
of  each  person  in  the  class.  Regard  must  be  had  for  in- 
dividual interests.  Some  member  who  could  not  possibly  be 
induced  to  bring  in  a  statement  of  Biblical  teaching  on  a 
particular  subject  might  be  quite  willing  to  illustrate  a  lesson 
truth  by  an  incident  from  the  daily  newspaper.  If  some 
one  member  has  marked  literary  tastes,  set  him  to  reinforce 
a  teaching  of  the  lesson  by  a^  quotation  from  some  modern 
poet.  Another  member  will  almost  surely  be  found  to  have 
a  fondness  for  history;  let  him  bring  in  items  of  historical 
information  concerning  a  city  or  some  locality  connected  with 
the  lesson.  Set  various  members  to  seeking  illustrations  from 
contemporary  life.  Ingenuity  will  devise  some  way  of  linking 
each  lesson  to  the  interests  of  a  number  of  class  members. 
Ample  time  should  be  reserved  for  outlining  and  assigning  the 
work  to  be  done  by  the  members  by  way  of  preparation. 
The  teacher  may  not  say  that  he  can  not  secure  the  co- 
operation of  the  class.     If  assignments  are  made  with  dis- 


134        THE  ADULT  WORKER  AND  HIS  WORK 

cernment,  if  the  teacher  points  out  definitely  what  he  wishes 
done,  if  he  is  not  discouraged  with  meager  results  at  first, 
but  perseveres,  assigning,  if  necessary,  very  slight  tasks,  and 
kindly  but  persistently  insists  on  a  response,  results  may 
finally  be  achieved  with  any  class. 

A   secret   of  success   in   securing   the   co-operation   of   the 
class,  in  this  as  in  any  other  form  of  activity,  is  to  be  gen- 
erous   in    appreciation.      Praise   is    a    most    effective    aid    as 
truly   in    dealing    with    adults    as    with    children. 
Praise  ^j^  earnest  word  of  commendation  of  the  mem- 

Effort  ^^^  ^^^  ^^^   done  well   is   not  only  an   encour- 

agement to  that  one  to  try  again,  but  it  is  much 
more  effective  as  a  spur  to  the  negligent  member  than  any 
amount  of  scolding  or  complaint.  A  hearty,  cordial,  grateful 
"Well  done"  from  a  respected  teacher  will  incite  an  entire 
class  to  renewed  efforts.  To  be  thus  effective,  praise  must 
be  sincere,  worthily  bestowed,  and  devoid  of  flattery;  but 
when  it  meets  these  conditions,  there  are  few  things  which 
have  greater  power  of  producing  desired  results. 

VI.    Review 

As   a   means    of    aiding    instruction,    review    is    of   prime 
importance.     At  the  same  time,  it  is  true  that  there  is  no 
element  of  the  teacher's  work  so  undervalued  or  so  poorly 
used    by    the    average     Sunday-school     teacher. 
Reviews  Many  make  no  attempt  whatever  to  use  review 

as  a  part  of  the  weekly  lesson,  while  the  ordinary 
quarterly  review  is  about  the  most  dull  and  uninteresting 
exercise  imaginable,  looked  forward  to  by  the  teacher 
with  dread,  and  by  the  class  with  indifference.  This  situ- 
ation is  the  outgrowth  of  a  system  of  lesson  selection 
which  encourages  fragmentary  treatment,  and  of  superficial 
and  fragmentary  preparation  on  the  part  of  the  teacher. 
Let  us  consider  briefly  the  nature  of  a  real  review, 
reasons  of  its  importance,  and  how  it  may  be  rendered 
effective. 


OPEN  SECRETS  OF  SUCCESSFUL  TEACHING    135 

A  review  is  more  than  a  mere  repetition  of  words;  it  is 
the  re-thinking  of  thoughts ;  not  merely  a  viewing  over  again, 
but  gaining  a  new  view  of  the  same  thing.i  The  review 
of  a  lesson  involves,  therefore,  not  merely  a 
Defined  rehearsal  of  the  simple  facts  of  a  lesson,  but  a 

consideration  of  them  in  the  new  light  gained 
from  a  view  of  all.  A  still  larger  meaning  and  value  at- 
taches to  the  quarterly  review.  The  lessons  before  considered 
singly,  and  as  isolated,  now  may  be  seen  to  complement  one 
another,  or  to  fit  together  in  such  a  way  as  to  take  on  new 
significance  and  to  enforce  some  new  and  larger  lesson. 

Thus  defined,  the  importance  of  the  review  is  not  far 
to  seek.  It  is  recognized  as  indispensable  to  the  complete 
study  of  any  subject.  To  neglect  it  is  to  fail  to  take  the 
final  step  by  means  of  which  a  series  of  loosely 
o™Review*  connected  lessons  may  be  gathered  up  into  one 
concentrated  truth  of  largest  significance.  Re- 
view is  important  also  (i)  to  aid  the  memory,  (2)  to  test 
the  student's  grasp  of  the  lesson,  or  series  of  lessons,  and 
(3)  as  a  means  by  which  the  teacher  may  test  the  effectiveness 
of  his  own  work.  Unless  he  uses  some  such  means,  he  is 
very  likely  to  assume  that  members  of  the  class  understand 
and  appropriate  teaching  which,  in  fact,  they  do  not  compre- 
hend at  all;  thus  his  work  is  much  less  effective  than  it 
might  otherwise  be. 

Some  form  of  review  may  be  devised,  no  matter  what 
method  of  teaching  is  used.  One  of  the  most  successful 
teachers  the  author  ever  knew  was  a  college  professor  who 
used  the  lecture  method  exclusively.  The  first  five  or  six 
minutes   of  every  lecture  hour  was   used   in   requiring   some 


l'*To  attain  the  desired  end  the  process  of  knowing  must  be  repeated,  and 
each  repetition,  within  limits,  makes  the  fact  or  principle  clearer.  It  is  this 
principle  that  gave  vital  meaning  to  the  historic  maxim  of  the  Jesuits,  to  wit : 
Repetitio  viater  studiorum.  Repetition  is  the  mother  of  learning  only  when  the 
acts  of  learning  are  repeated.  The  mere  repetition  of  words,  so  long  the 
weakness  of  the  old-time  schools,  was  much  better  fitted  by  the  maxim,  Rep- 
etitio mater  stupidoruni." — White. 


136        THE  ADULT  WORKER  AND  HIS  WORK 

student  to  give  a  resume  of  the  lecture  of  the  preceding  day. 
None  of  the  class  knew  in  advance  who  was  to  be  called 
on;  failure  to  be  able  to  give  the  report  was  accounted  a 
serious  lapse,  consequently  every  student  reviewed  the  pre- 
vious day's  lecture  thoroughly  before  coming  to  class.  The 
review  may  well  take  the  form  of  a  written  exercise  or 
examination  occasionally.  More  and  more  the  Sunday-school 
must  make  use  of  the  written  examination  in  all  grades. 

If  the  teacher  has  considered  the  lesson  as  a  whole,  and 
has  given  attention  and  study  to  the  line  of  thought  and 
teaching  running  through  a  series  of  lessons,  to  the  cumu- 
lative teaching  of  the  series,  if  he  has  not  been  lost  in  a 
maze  of  details — if  his  teaching  has  been  the  rearing  of  a 
temple  and  not  a  mere  heaping  together  of  stones,  then  the 
review  may  readily  become  in  his  hands  the  culmination  of 
all  that  has  gone  before. 

VII.    Avoidance  of  Common  Mistakes 

In  the  Sunday-school  teacher's  work  it  is  often  the  little 
foxes  that  spoil  the  vines ;  some  one  or  two  defects,  slight 
and  for  the  most  part  easily  remedied,  utterly  spoil  the  effect 
of  what  would  otherwise  be  excellent  work.  We 
Common  ^^^  j^^j.^  ^j-^jy  point  out  a  few   of  the  common 

Failure.  mistakes;  the  only  additional  word  necessary  is, 

Avoid  them.  In  some  cases  it  will  be  noted  that 
we  have  stated  as  a  mistake  the  converse  of  what  we  have 
above  given  as  a  help  to  success.  In  other  cases,  the  mistake 
is  one  not  so  much  of  teaching  as  of  class  management,  and 
can  be  overcome  only  by  means  of  tact  and  skill  in  handling 
people. 

Some  of  the  most  common  mistakes  in  Adult  Bible  Class 
teaching  are : 

1.  Tardiness.  Loss  of  time  in  beginning.  Slowness. 
Long-windedness. 

2.  Failure  to  cover  the  entire  lesson.  The  hour  passes 
with  only  one-third  or  one-half  of  the  lesson  treated. 


OPEN  SECRETS  OF  SUCCESSFUL  TEACHING    137 

3.  Allowing  lengthy  discussion,  especially  on  topics  or 
doctrines  which  incite  controversy. 

4.  Allowing  one  or  more  persons  in  the  class  to  assume 
right  of  final  authority  by  always  having  the  last  word  and 
expressing  their  opinion  as  authoritative  judgments. 

5.  Calling  exclusively  on  a  few  who  are  more  ready  of 
speech  than  others.  This  is  likely  to  be  interpreted  as  favor- 
itism. Some  will  conclude  that  they  are  not  expected  to  take 
part. 

6.  Too  much  exhortation.  An  over-fondness  for  preach- 
ing. 

7.  Harshness  in  judgment.  A  failure  to  exercise  Chris- 
tian charity.     Criticising  too  sharply. 

8.  Narrowness  and  intolerance.  Condemning  all  who  do 
not  agree  in  opinion.  Imputing  base  motives  as  a  reason  for 
non-agreement. 

9.  Harping  continually  on  one  doctrine.  Forcing  a  hobby 
into  every  lesson. 

Lesson  Outline: 

I.  The  Teacher's  Preparation  of  the  Lesson. 

II.  A  Lesson  Plan. 

III.  Lesson  Movement. 

IV.  Artful  Questioning. 
V.  Class  Co-operation. 

VI.    Review. 
VII.   Avoidance  of  Common  Mistakes. 

Bibliography: 

Kellogg,  "How  to  be  a  Successful  Teacher." 
Trumbull,  "Teaching  and  Teachers." 

Topics  for  Special  Study: 

1.  The  art  of  questioning. 

2.  The  function  of  the  review. 


138         THE  ADULT  WORKER  AND  HIS  WORK 

Topics  for  Class  Discussion: 

1.  The  importance  of  general  preparation.    Of  particu- 

lar preparation, 

2.  The  value  of  a  definite  lesson  plan. 

3.  The  significance  of  lesson  movement. 

4.  The  use  of  questions  in  the  Adult  Class. 

5.  How  may  class  co-operation  be  secured? 

6.  The  meaning  and  importance  of  review. 


CHAPTER  XI 

METHODS  OF  INSTRUCTION 


"The  method  which  has  prevailed  for  the  most  part  is 
the  sermonette  method.  In  the  average  Smiday-school  class 
self-activity  on  the  part  of  the  pupil  has  been  at  a  minimum, 
oftener  at  zero.  In  all  other  educational  institutions,  from 
the  kindergarten  to  post-graduate  fellowships,  the  principle 
now  mainly  depended  upon  is  'learning  by  doing.'  Instead  of 
coming  into  the  Sunday-school  last,  it  ought  to  have  come 
into  it  first,  because  it  is  pre-eminently  the  method  of  Chris- 
tian education,  as  the  Great  Teacher  Himself  said.  The 
Sunday-school  teachers  who  have  been  most  effective  have 
always  been  those  who  got  the  pupils  to  doing  something 
about  the  lessons  themselves." — L.  C.  Barnes. 

"Recitation  is  the  oldest  art  in  education.  It  goes  back 
to  the  very  birth  of  teaching,  and  the  true  father  of  teaching 
was  Socrates.  I  wonder  if  his  dialectic  method  is  not  too 
much  in  disregard?  Yet  it  is  really  the  one  sure  way  of 
teaching.  And  what  is  there  in  it?  Just  two  things:  First, 
to  make  clear  to  a  whole  class  or  single  pupil  what  are  the 
things  he  does  not  know  about  a  particular  subject.  Sec- 
ondly, to  make  clear  to  that  pupil  what  is  the  particular  scrap 
of  knowledge  he  does  possess,  and  then  on  that  little,  tiny 
piece  of  knowledge  rescued  out  of  oblivion  to  build  other 
knowledge,  and  thus  out  of  the  pupil's  own  striving  to  de- 
velop still  more  knowledge." — A.  F.  West. 


CHAPTER  XI 
METHODS  OF  INSTRUCTION. 

What  method  of  instruction  may  the  Adult  Class  teacher 
use  with  best  result?  We  shall  treat  four  principal  methods, 
the  recitation  method,  the  discussion  method,  the  lecture 
method,  and  the  topical  method,  as  appHed  to  the  teaching 
of  the  Adult  Class,  and  then  present  some  general  sugges- 
tions on  the  subject  of  method. 

I.    The  Recitation  Method 

This  is  the  method  most  commonly  used  in  all  Sunday- 
school  teaching.  The  members  of  the  class  are  supposed  to 
study  in  advance  the  lesson  designated  for  a 
Recitation  of  particular  Sunday.  During  the  lesson  hour  the 
Lesson^"^  teacher  draws  out  the  facts  and  truths  of  the 
lesson  by  questions,  correcting  one  answer  by 
another,  and  adding  comments.  Often  he  may  supplement 
the  pupil's  statement  by  his  own. 

With  conditions  the  most  favorable,  good  things  may  be 
said  for  this  method.  With  ample  lesson  helps  of  good 
quality,  and  a  disposition  on  the  part  of  the  members  to 
thoroughly  inform  themselves  and  get  the  largest  possible 
amount  of  good  out  of  the  lesson,  they  are  sure  to  be  bene- 
fited. Again,  ample  opportunity  is  afforded  for  self-expression 
on  the  part  of  the  class.  The  members  are  expected  to 
respond  freely  to  questions  asked  and  are  thus  stimulated 
to  express  in  their  own  words  the  thoughts  of  the  lesson 
and  the  ideas  of  the  lesson  writers. 

As  it  usually  works  out,  however,  not  much  can  be  said 
in  commendation  of  this  method.  It  is  easy  for  the  teacher 
to  slight  preparation.     He  is  likely  to  consider  the  asking  of 

141  2 


142        THE  ADULT  WORKER  AND  HIS  WORK 

questions  on  the  lesson  as  a  matter  requiring  not  much  skill 
or  previous  preparation,  so  he  neglects  to  prepare  any  in 
advance.  He  depends  upon  the  chance  inspiration  of  the 
moment  to  prompt  questions,  and  if  this  fails,  falls  back 
upon,  or,  in  teaching  at  its  worst,  habitually  relies  upon,  the 
printed  questions  of  the  lesson  help.  The  recitation  under 
these  conditions  either  becomes  haphazard,  superficial,  and 
profitless,  or  dull,  mechanical,  and  lifeless.  The  preparation 
of  questions  on  a  lesson  requires  an  intimate  knowledge  of 
the  class  and  the  most  careful  thought  and  skill.  For  a 
teacher  to  depend  on  the  printed  questions  of  the  lesson  help 
is  inexpressibly  wooden.  On  the  part  of  the  class,  this  method 
is  likely  to  result  in  slight  and  inadequate  lesson  study.  There 
is  not  sufficient  stimulus  to  inspire  thorough  preparation. 
Impromptu  questions  are  replied  to  by  superficial  answers ; 
mechanical  questions  are  met  by  parrot-like  replies  which 
quote  without  thought  the  language  of  the  book.  Usually 
the  questions  are  simply  thrown  out  and  are  answered  prin- 
cipally by  two  or  three  persons  who,  because  of  age,  long 
membership  in  the  class,  or  a  ready  tongue,  feel  called  upon 
to  do  most  of  the  talking. 

If  this  method  is  used  by  the  teacher,  it  should  be  with 
a  full  realization  of  its  shortcomings  and  dangers  and  a 
purpose  to  do  all  possible  to  make  it  worth  while.  In  some 
classes  where  the  members  desire  to  become  accustomed  to 
teaching,  this  method  is  used,  each  person  in  turn  acting  as 
teacher.  Such  a  plan  may  inspire  better  lesson  preparation. 
It  is  well  to  have  an  element  of  mystery  by  not  following 
exact  rotation,  but  allowing  each  leader  to  appoint  the  teacher 
for  the  next  Sunday,  the  class  not  knowing  who  is  to  teach 
until  he  takes  his  place. 

II.    The  Conversation  Method 

By  this  term  we  mean  the  method  of  instruction  which 
encourages  the  free  play  of  conversation  between  the  teacher 
and  the  class,  the  function  of  the  teacher  becoming  largely 


METHODS  OF  INSTRUCTION  143 

that  of  a  leader  who  guides  the  discussion,  endeavoring  by 
his  statements  and  questions  to  stimulate  the  thought  of  the 
class  and  correct  and  supplement  their  thought  by  his  own. 
Thought  ^^^  ^^"^  "^  ^^^^^  interchange  of  thought  is  to  aid 

Guided  and  the  pupils  to  discover  the  truths  of  the  lesson 
Developed  for  themselves.  He  acts  the  part  not  simply  of 
by  Questions  ^  q^j^  master,  but  of  a  teacher.  The  outstanding 
example  of  this  method  of  instruction  is,  of  course,  Socrates, 
whose  persistent  use  of  this  form  of  dialectic  made  him  one 
of  the  most  famous  of  the  world's  teachers.  Jesus  also 
taught  in  this  way.  The  Gospels  give  only  very  brief  and 
summary  accounts  of  His  teaching,  but  in  several  instances 
enough  is  narrated  to  show  that  He  made  most  skillful 
use  of  this  method.  An  instance  is  His  conversation  with 
the  lawyer,  narrated  in  Luke  10 :  25-37 : 

Student  of  the  Law:    What  shall  I  do  to  gain  eternal  life? 

Jesus:  What  is  written  in  the  law?  What  is  your  under- 
standing of  it? 

Student:  To  perfectly  love  God  and  my  neighbor  as 
myself. 

Jesus :  You  have  answered  right ;  do  that  and  you  shall 
live. 

Student:     But  who  is  my  neighbor? 

Jesus:  I  will  tell  you  a  story.  (Relates  a  supposed  case.) 
Of  the  three  men,  the  priest,  the  Levite,  and  the  Samaritan, 
which  was  neighbor  to  him  that  fell  among  thieves? 

Student :     He  that  showed  mercy  on  him. 

Jesus :     Go,  and  do  thou  likewise. 

Note  that  in  this  conversation  Jesus  not  once  answers 
directly  the  lawyer's  question;  He  makes  the  student  answer 
his  own  question,  and  simply  bids  him  do  that  which  out 
of  his  own  mouth  has  been  defined  as  supreme  duty. 

There  could  hardly  be  a  more  effective  form  of  teaching 
than  this  method  at  its  best.  But  that  it  may  be  at  its  best 
there  is  required  a  combination  of  rare  gifts  on  the  part  of  the 
teacher  and  of  interest  and  ability  on  the  part  of  the  class 


144        THE  ADULT  WORKER  AND  HIS  WORK 

members  which  is  not  often  found.  Its  advantages  are  not 
few.  It  involves  expression  on  the  part  of  the  class  members. 
The  teacher  will  not  stop  short  of  getting  an  answer  which 
shows  that  the  student  has  a  grasp  of  the  truth  and  is  able 
to  formulate  it  intelligently.  The  value  of  such  an  exercise 
to  the  student  is  very  great ;  the  truth  becomes  his  own, 
and  conditions  are  most  favorable  for  his  retaining  it.  The 
able  and  skillful  teacher  comes  into  a  close  contact  with  the 
pupil;  he  discovers  the  state  of  his  pupil's  knowledge  upon 
the  subject,  his  methods  of  thinking,  and  ability  to  draw 
proper  conclusions,  and  even  his  inner  motives  and  purposes. 
In  this  close  contact  he  is  able  to  guide  thought,  mold  and 
strengthen  right  purposes,  and  rectify  motives. 

The  method  also  has  shortcomings.  It  lays  upon  the  mem- 
bers no  requirement  of  preparation  or  study  in  advance  of 
the  class  hour,  hence  preparation  is  easily  slighted.  Some 
few  parts  of  the  lesson  are  likely  to  receive  exclusive  at- 
tention ;  it  is  easy  to  extend  the  discussion  to  an  unprofit- 
able length  and  to  become  involved  in  controversy  over  unim- 
portant points.  Unless  the  teacher  is  skillful  in  questioning, 
the  conversation  is  likely  to  be  superficial,  pointless,  and  to 
degenerate  into  profitless  talk. 

In  cases  where  the  class  can  not  or  will  not  take  time 
for  lesson  preparation,  this  may  be  the  best  method  of  in- 
struction to  use.  Whenever  the  teacher  decides  to  use  it 
to  any  extent,  he  should  make  a  study  of  the  art  of  ques- 
tioning and  refuse  to  be  satisfied  until  he  has  acquired  skill 
in  framing  questions,  in  following  up  a  subject,  and  in 
drawing  out  a  pupil.  In  achieving  this,  a  close  study  of 
the  Socratic  method  will  be  of  the  largest  help. 

III.    The  Lecture  Method 

The  lecture  method  of  instruction  is  being  used  more 
generally  at  the  present  than  ever  before ;  in  numerous  large 
classes  it  is  employed  exclusively.  In  classes  of  a  very  large 
membership    it    is    almost    necessary    to    use   this    method    to 


METHODS  OF  INSTRUCTION  145 

a  greater  or  less  extent.  In  this  the  teacher  delivers  an 
address  upon  the  lesson;  the  class  members  take  little  or  no 
active  part.  To  many  this  is  undoubtedly  an  attractive  fea- 
ture. Busy  working  people,  with  little  knowledge 
An  Exposi-  of  Biblical  subjects  and  little  opportunity  for  in- 
tion  of  the        forming  themselves,  especially  may  welcome  the 

L-cssonby  *   .  .  i-  ,  , 

the  Teacher  Opportunity  of  attendmg  a  class  where  they  are 
sure  of  not  being  asked  questions  and  conse- 
quently compelled  to  exhibit  their  lack  of  knowledge.  A 
lecture  class  with  a  teacher  of  some  reputation  has  an  espe- 
cially good  opportunity  for  advertising,  and  under  many  cir- 
cumstances may  build  up  a  larger  attendance  than  if  con- 
ducted in  any  other  way. 

It  has  other  advantages.  A  large  number  of  people  may 
be  placed  under  the  instruction  of  an  able  teacher,  instead 
of  being  distributed  among  a  number  of  inferior  teachers. 
With  a  really  good  teacher,  it  is  assured  that  what  is  said 
will  be  worth  while ;  there  is  no  opportunity  for  profitless 
controversy,  and  habitual  time-killers  are  silenced.  The 
teacher  who  has  given  long  and  earnest  study  to  the  Bible 
and  to  other  religious  subjects  is  afforded  an  opportunity 
to  present  in  a  satisfactory  manner  the  results  of  his 
study.  The  method  also  makes  it  possible  to  make  use 
of  local  leaders  of  prominence  who  are  specialists  upon 
certain  subjects.  The  pastor  may  be  called  on  to  dis- 
cuss subjects  or  to  present  brief  courses  at  intervals,  and 
thus  the  pastor  and  the  class  are  brought  into  a  closer  re- 
lationship. 

The  lecture  method  is,  however,  subject  to  the  disad- 
vantage of  not  requiring  previous  study  and  preparation  by 
the  class.  What  is  intended  as  a  concession  to  over-busy 
people  becomes  to  a  certain  extent  a  concession  to  spiritual 
indolence.  In  proportion  to  effort  expended  by  the  class 
members,  so  is  the  benefit  derived.  Merely  to  come  together 
to  hear  a  formal  address  means  little  by  way  of  develop- 
ment or  learning  for  the  class.     Here,  again,  we  repeat  that 

10  2 


146        THE  ADULT  WORKER  AND  HIS  WORK 

mere  telling  is  not  teaching.^  There  is  little  room  for  confi- 
dence that  people  who  can  not  secure  some  time  for  lesson 
study  will  have  sufficient  interest  or  give  such  heed  as  to 
carry  away  from  a  class  lecture  any  appreciable  amount  of 
instruction.  Again,  the  method  makes  no  demand  of  expres- 
sion of  the  pupils.  That  which  is  not  expressed,  even  though 
it  be  heard  with  interest  and  attention,  is  soon  lost.  It  is 
also  to  be  taken  into  consideration  that  the  use  of  the  formal 
address  makes  the  class  session  something  of  a  rival  to  the 
preaching  service  of  the  Church,  which  can  not  but  be  very 
unfortunate. 

For  some  classes  this  method  is  undoubtedly  the  best. 
Every  large  Sunday-school  might  well  have  at  least  one  lecture 
class.  Other  classes  might  have  occasional  lectures,  or  brief 
lecture  courses  at  intervals. 

IV.    The  Topical  Method 

By  this  we  mean  that  method  by  which  the  teacher  assigns 
from  time  to  time  topics  to  be  prepared  upon  by  chosen 
members  of  the  class  and  reports,  either  written  or  oral,  pre- 
sented at  a  designated  time.  We  use  this  desig- 
Papers  Pre-  nation  instead  of  the  term  Seminar  Method,  be- 
pared  by  the  ^ause  the  latter  in  most  people's  minds  is  asso- 
lected  Topics  ciated  only  with  advanced  college  or  graduate 
courses.  The  prerequisite  for  the  largest  success 
in  the  use  of  this  method  is  a  class  of  interested,  studious 
people  who  are  willing  to  give  time  to  study  and  investiga- 
tion, and  who  have  the  ability  to  go  to  source  books  and 
work  out  a  presentation  of  a  subject  for  themselves.  It  is 
also  a  decided  advantage  if  the  teacher  is  competent  as  a 
Biblical  student,  able  to  map  out  a  course,  arrange  topics,  refer 
the  class  members  to  the  best  helps,  and  criticise  and  supple- 
ment their  presentation.  The  class  also  must  needs  have 
access  to  a  good  library.    With  a  small  class  of  eager-minded 


ITo  expect  that  this  (teaching)  should  be  done  by  preaching  or  force  of 
lungs,  is  much  as  if  a  smith  or  artist  who  works  in  metal  would  expect  to  form 
and  shape  out  his  work  only  with  his  bellows." — Robert  South. 


METHODS  OF  INSTRUCTION  147 

people  results  of  the  largest  worth  can  be  accomplished  by 
this  method.  It  is  admirably  fitted  to  give  to  a  class  a  mastery 
in  subjects  of  the  largest  importance.  Persevered  in,  with 
continued  industry  on  the  part  of  a  class  of  ambitious  young 
people,  it  will  in  time  make  Biblical  scholars  of  the  class 
members.  This  method  might  undoubtedly  be  used  with 
happy  result  much  more  largely  than  it  has  been  in  the 
past. 

V.    General  Suggestions 

I.    Method  should  be  suited  to  conditions.    The  method 
of  instruction  to  be  used  will  depend  upon  the  actual  condi- 
tions  as    regards   the   class,   the   teacher,   and   the   course   of 
study.     The  make-up  of  the  class  alone  may  be 
Method  to  be    ^^^  deciding  factor;  the  training  and   ability  of 

Determined 
by  Conditions 


Determined         ,  ,  ,,  r      i      • 

the  teacher  may  narrow  the  range  of  choice  as 


to  method,  and,  finally,  the  methods  must  needs 
be  suited  to  the  course  of  study ;  the  topical  method  obviously 
is  not  at  its  best  when  the  course  of  study  is  the  Uniform 
Lessons. 

2.  Methods  should  be  varied.  The  successful  teacher 
avoids  ruts.  He  is  not  tied  to  any  one  method.  If  the 
recitation    method    or    the    discussion    method    seems    best 

suited  to  his  class  he  uses  that,  but  from  time 
The  Best  in      ^q    ^jj^g    introduces    variety  by  having  an    occa- 

All  Methods         .111  ^1  •      •      1     ^       •  r 

to  be  Used  sional  address  on  the  prmcipal  topic  of  some 
lesson,  or  a  lesson  exposition  by  some  well-known 
speaker,  or  by  assigning  special  topics  in  advance  to  be 
reported  upon  by  certain  members  of  the  class,  or  papers 
to  be  read  upon  the  most  important  subjects.  No  one  method 
of  instruction  has  all  the  good  qualities ;  each  may  be  modified 
by  combining  its  principal  features  with  some  of  the  more 
important  elements  of  other  methods.  For  instance,  the 
teacher  using  the  recitation  method  may  occasionally  turn 
aside  from  formal  recitation  to  develop  some  phase  of  the 
lesson  by  questioning,  following  one  question  by  another  until 


148         THE  ADULT  WORKER  AND  HIS  WORK 

he  has  discovered  how  much  or  how  Httle  the  pupil  may 
know  upon  the  subject,  leading  him  to  discover  the  larger 
truth,  or  the  familiar  truth  in  new  relations,  and  to  state  it 
in  his  own  way.  Again,  he  may  occasionally  assign  topics 
of  special  importance  to  be  reported  upon  by  certain  members 
of  the  class;  a  brief  report  on  some  particularly  interesting 
and  important  topic  connected  with  the  lesson  might  well 
be  made  a  feature  of  almost  every  lesson  hour.  At  intervals 
the  usual  order  might  be  entirely  changed  and  some  one 
be  brought  in  to  present  the  lesson  in  the  form  of  an  ex- 
pository address,  or  some  special  subject  be  presented.  What- 
ever method  be  used,  avoid  monotony.  Variety,  variety, 
variety  is  the  secret  of  interest. 

3.    Look  well  to  the  spirit  of  the  class  room.     Be  sure 

that  it  is  cordial  and  open.     Encourage  free  discussion.    Make 

certain  that   no   one   is    afraid   to   venture   an   opinion.     Let 

the  members  of  the  class  discuss  great  and  funda- 

AU  Are  to  .    1  .  •  ^1  ^  ^1     • 

Take  Part  mental  questions ;  urge  them  to  express  their 
own  opinions.  If  there  is  a  member  of  the  class 
whose  opinion  varies  from  your  own,  do  not  fear  to  let  him 
speak.  Do  not  attribute  all  differences  of  opinion  and  all 
views  and  interpretations  contrary  to  yours  to  the  evil  one. 
No  one  person  or  creed  has  a  monopoly  of  truth.  Interest 
in  many  classes  is  held  at  the  dead  level  of  monotony  by 
stale  and  stilted  statements  of  truth. 

Ingenuity  will  devise  many  simple  ways  in  which  formality 
may  be  broken  up  and  all  encouraged  to  take  part  in  the 
class  discussions.  Slips  of  paper  bearing  on  them  the  figures 
I,  2,  3,  4,  and  so  on,  may  be  circulated,  and  as  the  lesson 
proceeds  the  class  members  be  expected  to  take  part  in 
numerical  order.  At  another  time  they  may  be  asked  to 
respond  in  alphabetical  order  according  to  the  first  two  letters 
of  their  surname,  as  Ba,  Be,  Ca,  Co,  and  so  on.  A  few  such 
simple  exercises  will  go  far  toward  promoting  a  spirit  of  good 
fellowship  and  encouraging  all  to  make  their  contribution 
in  thought  and  word. 


METHODS  OF  INSTRUCTION  149 

4.  Connect  the  lesson  with  life.  Make  the  closest  pos- 
sible connection  between  the  lesson  and  contemporary  life 
and  the  actual  lives  of  the  class  members.  Encourage  them 
Th  Lesson  ^°  bring  in  illustrations  and  examples  from  cur- 
Must  be  rent  happenings.  Refer  events  occurring  in  polit- 
made  of  ical,  commercial,  and  industrial  circles  to  prin- 
Practical  ciples  enunciated  in  the  Bible.  As  a  lawyer  goes 
to  his  law  books  for  precedents  and  decisions 
bearing  upon  particular  instances,  as  a  physician  searches  his 
record  books  for  cases  with  similar  symptoms,  set  the  class  to 
seeking  for  parallel  cases  in  Biblical  history.  Strive  con- 
stantly to  discover  principles  in  your  Biblical  study,  and  then 
insist  on  the  class  applying  the  principle  in  daily  practice. 
Such  a  method  will  effectually  do  away  with  separation  be- 
tween the  Sunday-school  and  life  and  between  religious  teach- 
ing and  life,  both  of  which  have  been  so  much  decried  in 
recent  years. 

Lesson  Outline: 

I.  Recitation  Method. 

II.  Conversation  Method. 

III.  The  Lecture  Method, 

IV.  The  Topical  Method. 
V.  General  Suggestions. 

1.  Method  should  be  suited  to  conditions. 

2.  Methods  should  be  varied. 

3.  Look  well  to  the  spirit  of  the  class  room. 

4.  Connect  the  lesson  with  life. 

Bibliography: 

Burton  and  Mathews,  "Principles  and  Ideals  for  the 

Sunday-school." 
See,  "The  Teaching  of  Bible  Classes." 

Topics  for  Special  Study: 

1.  The  Socratic  method. 

2.  The  use  of  the  topical  method  in  Sunday-schools. 


ISO        1  HE  ADULT  WORKER  AND  HIS  WORK 

Topics  for  Class  Discussion: 

1.  The  advantages  and  shortcomings  of  the  recitation 

method. 

2.  The  benefits  of  the  conversation  method. 

3.  The  proper  use  of  the  lecture  method. 

4.  When  may  the  topical  method  be  used  to  advantage? 

5.  Discuss  possible  modifications  of  methods. 

6.  Give  other  important  suggestions  on  method  of  in- 

struction. 


CHAPTER  XII 

THE  EVANGELISTIC  AIM  IN 
TEACHING 


"I  would  that  nobody  should  be  chosen  as  a  minister,  if 
he  were  not  before  this  a  schoolmaster." — Martin  Luther. 

"Education  is  more  than  a  transforming  process ;  it  is  a 
creative  process." — Brumbaugh. 

"I  would  educate  human  beings  who  with  their  feet  stand 
rooted  in  God's  earth,  in  nature,  whose  heads  reach  even  into 
heaven  and  there  behold  truth,  in  whose  hearts  are  united 
both  earth  and  heaven,  the  varied  life  of  earth  and  nature, 
and  the  glory  and  peace  of  heaven,  God's  earth  and  God's 
heaven." — Froehel. 

"As  a  scientific  age  we  have  been  studying,  as  no  pre- 
ceding age  has  ever  studied,  God's  method  of  working  in  the 
external  world,  and  we  have  become  deeply  impressed  with 
the  way  in  which  law  and  growth  prevail  in  the  divine  method. 
Now,  this  is  well-nigh  revolutionary  of  much  of  our  religious 
thinking  and  feeling.  It  simply  means  that,  almost  uncon- 
sciously to  ourselves,  we  have,  to  a  considerable  extent, 
changed  our  view  of  what  constitutes  the  characteristic  marks 
of  the  divine  working." — Henry  Churchill  King. 


CHAPTER  XII 
THE  EVANGELISTIC  AIM  IN  TEACHING 

I.    The  Meaning  of  the  Term  Evangelism 

Jesus  was  both  a  Preacher  and  a  Teacher.  We  find  Him 
frequently  addressing  large  numbers  of  people ;  the  Gospels 
make  it  clear  that  much  of  His  time  was  occupied  in  teaching 
Jesus  the  ^  small  group  of  disciples.  In  one  sentence  of 
First  Chris-  his  Gospcl,  Matthew  associates  these  two  methods 
tian  Evan-  of  work.  He  says :  (9 :  35)  "And  Jesus  went 
gelist  about  all  the  cities  and  villages,  teaching  in  their 

synagogues  and  preaching  the  gospel  of  the  kingdom,"  This 
same  statement  brings  out  the  fact  that  Jesus  was  likewise  an 
Evangelist.  Matthew  says  He  was  preaching  the  ojayyiXiov — 
Latin,  evangelium ;  English,  evangel.  The  preacher  of  the 
Evangel  is  the  evangelist.  The  evangelistic  aim  was  con- 
trolling in  both  His  preaching  and  His  teaching.  The  teacher 
as  well  as  the  preacher  may  "do  the  work  of  an  evangelist." 
This  suggests  that  the  terms  evangelism  and  evangelistic 
properly  have  a  larger  content  than  they  commonly  have  in 
the  thought  of  many  of  our  people.  It  is  greatly  to  be  re- 
gretted that  these  words,  so  closely  related  to 
Evangelism  the  gospel  from  the  very  beginning,  have  in 
and  Reviv-  modern  times  become  identical  with  a  particular 
Synonymous  "^^^hod  of  religious  work.  With  many  no  dis- 
tinction is  made  between  evangelistic  and  revival- 
istic.  In  point  of  fact,  there  is  a  wide  difference.  Revival- 
istic  relates  entirely  to  a  method.  Evangelistic  is  the  expres- 
sion of  an  attitude  of  mind  and  of  heart.     The  revivalistic 

153 


154        THE  ADULT  WORKER  AND  HIS  WORK 

method  must  not  be  suffered  to  monopolize  the  evangelistic 
aim,  which  should  be  controlling  in  all  methods  of  religious 
work. 

II.  The  Evangelistic  Aim 

What,  then,  is  the  evangelistic  aim?     Expressed  in  term.s 
of  a  person,  it  is  this :     To  make  the  Spirit  of  Jesus  con- 
trolling in  the  lives  of  men.     Another  has  expressed  it  thus, 
"To  bring  men  into  actual  communion  with  the 
What  living  God — into  sharing  His  character  and  joy." 

Pur^o^e^r"™  The  most  common  expression  of  it  among  Meth- 
odists is  probably  this,  "To  get  men  converted." 
That  this  end  may  be  and  is  attained  by  means  of  the  re- 
vival, there  can  be  no  doubt.  Our  contention  is  that  it  may 
be  and  often  is  attained  by  the  teacher  who  has  the  proper 
conception  of  his  task  and  the  right  attitude  toward  his  work. 
All  education  at  its  best  has  this  aim.  Said  Froebel:  "Edu- 
cation should  lead  and  guide  man  to  clearness  concerning  him- 
self and  in  himself,  to  peace  with  nature,  and  to  unity  with 
God;  hence  it  should  lift  him  to  a  knowledge  of  himself  and 
of  mankind,  to  a  knowledge  of  God  and  of  nature,  and  to 
the  pure  and  holy  life  to  which  such  knowledge  leads." 

III.  What  is  Required  in  a  Teacher 

That  the  teacher  may  pursue  the  evangelistic  aim  witli 
faith  in  the  outcome  of  his  work,  it  is  demanded  that  he 
have  right  views  of  religious  experience,  and  especially  of 
conversion.  The  prolonged,  careful,  and  exact 
sion  Ex^eri-  ^^^^y  ^^  ^^^  phenomena  of  religious  experience 
ences  can  in  recent  years  has  demonstrated  that  it  is  quite 
not  Conform  unreasonable  to  expect  all  persons  to  pass  through 
to  One  Type  exactly  the  same  form  of  conversion  experience. 
Modern  psychology  reveals  indisputably  that  varieties  in  re- 
ligious experience  have  their  basis  in  temperamental  differ- 
ences.    All   men    do   not   have   and   can   not   have   identical 


THE  EVANGELISTIC  AIM  IN  TEACHING      155 

religious  experiences,  because  all  men  are  not  the  same  tem- 
peramentally.i  One's  experiences  of  every  kind,  religious  in- 
cluded, are  determined  by  the  laws  of  our  own  being,  by  what 
sort  of  men  we  are,  psychologically  considered.  Surely  wise 
Christian  workers  can  not  close  their  eyes  to  the  fact  that 
oft-times  the  very  revival  which  resulted  in  bringing  some 
into  a  joyous  new  experience  and  life  proved  to  be  a  source 
of  disappointment  to  others  who  failed  to  gain  the  experi- 
ence which  they  desired,  which  they  had  been  led  to  expect, 
and  which  in  many  cases  doubtless  was  represented  as  in- 
dispensable to  a  real  Christian  life. 

Beyond  the  recognition  that  there  are  different  types   of 

religious  experience,   it   is   essential  to   realize   that  one  type 

no  more  evidences  the  presence  and  the  working  of  the  Divine 

than  does  another.     Many  have  held  tenaciously 

God  Works      ^Q  ^j^g  j(jg^  ^^^^  jj^  Qj.(igj.  fQj.  ^j^g  Divine  Presence 

in  More  Than    ^       .  -.iii  -j  j 

One  Way         ^^    "^   Unmistakably    evidenced    conversion    must 

be  sudden,  striking,  and  accompanied  by  highly- 
wrought  emotional  states.  Does  God  only  speak  in  the 
storm?  Is  He  not  the  God  of  the  plains  as  well  as  of  the 
hills?  Does  He  not  speak  in  the  still  small  voice  even  as  in 
the  thunder?  If  a  man  is  led  gradually  but  ever  more  and 
more  to  conform  to  the  Christian  ideal  until  finally  the  fruits 
of  the  Spirit  unmistakably  show  forth  in  his  life  and  con- 
duct, who  shall  say  that  he  has  not  been  moved  by  God? 
"Can  the  fig  tree,  my  brethren,  bear  olive  berries?  Either  a 
vine,  figs?"  Is  it  not  still  true  that  "by  their  fruits  ye  shall 
know  them?"  This  was  the  one  sure  test  proposed  by  the 
Master   Himself,   and   it   still   holds.     To-day  we  have  come 


1 "  The  type  of  conversion  depends  at  all  times  upon  the  make-up  of  the  in- 
dividual mind.  Some  persons  can,  and  others  can  not,  have  such  experiences. 
One  mind  by  reason  of  its  "  bent "  moves  through  a  series  of  emotional  explo- 
sions toward  a  goal  which  another  reaches  by  a  calm  and  steady  progress.  It 
is  useless  to  debate  the  question  which  of  these  is  to  be  preferred,  for  such 
matters  do  not  depend  upon  preference.  Each  has  something  good,  too,  which 
the  other  has  not,  and  each  tends  toward  faults  from  which  the  other  is  rela- 
tively free.     Neither  should  prescribe  itself  as  a  standard."— G.  A.  Coe. 

Z 


156        THE  ADULT  WORKER  AND  HIS  WORK 

to  understand  the  ground  of  these  differences  and  to  know 
that  it  lies  largely  at  least  in  our  own  make-up. 

"Our  God  fulfills  Himself  in  many  ways, 
Lest  one  good  custom  should  corrupt  the  world." 

IV.  The  Teacher's  Special  Opportunity 

The  teacher's  greatest  opportunity  will  exist  therefore  in 
relation  to  certain  individuals.  Teaching  as  an  evangelistic 
agency  makes  its  strongest  appeal  to  persons  of  a  particular 
type.  Those  persons  are  present  in  every  class  of  any  size, 
and  concerning  them  it  is  the  duty  of  the  teacher  to  pray 

^      ^.       ,      and  believe  that  his  teaching  of  gospel  truth  will 
Teaching  the    ,  ,  ,,  ,  ^  >.     ,  ,        •       « 

Most  Effect-  ^^  to  them  the  power  of  God  unto  salvation, 
ive  Evangel-  He  is  to  regard  himself  as  evangelist  by  appoint- 
istic  Agency  nient  of  God  to  these  souls;  he  is  to  have  them 
with  Some  continually  in  mind  and  on  his  heart,  in  his 
preparation  and  in  his  teaching;  he  is  to  look  for  a  response 
to  the  truth  to  which  he  gives  utterance  and  encourage  every 
expression  of  an  awakening  spiritual  life.  This  may  be 
shown  by  an  increased  interest  in  the  study,  by  a  new  readiness 
to  participate  in  the  discussions,  by  a  new  desire  to  render 
some  helpful  service,  or  in  any  one  of  numerous  ways ;  but 
in  whatever  way  it  is  manifested,  it  is  to  be 
The  Teach-  regarded  as  significant  and  important  and  tact- 
^^i-^-*^^^°""    fully   dealt   with.      Out    from   our    Bible   classes 

sibihty  as  an  -^ 

Evangelist  there  ought  to  be  coming  constantly  men  and 
women  to  unite  with  the  Church  as  a  public  pro- 
fession of  a  new  life  of  discipleship.  The  labors  of  the 
teacher  whose  work  is  dominated  by  the  evangelistic  aim 
will  be  crowned  with  such  blessed  result. 

V.  The  Wider  Evangelism 

Evangelism  pertains  not  alone  to  those  who  are  not  Chris- 
tians. One  part  of  Jesus'  program  was  teaching  in  the  syna- 
gogue religious  people.     It  is  an  essential  part  of  Christian 


THE  EVANGELISTIC  AIM  IN  TEACHING        157 

evangelism  to  make  the  Spirit  of  Jesus  controlling  in  the 
lives  of  His  followers.  The  work  of  evangelism  is  not  com- 
pleted when  a  person  has  accepted  Christ  as  his  Master.     It 

is  to  go  on  until  the  disciple  is  as  his  Lord. 
Not  C^^n-^"*  The  evangelistic  aim  will  make  it  impossible  for 
cerned  the  teacher  to  be  content  with  merely  formal  in- 

Exciusively  struction  in  religious  subjects  for  his  part,  or  with 
with  the  ^jjg  merely  formal  acceptance  of  correct  opinions 

and  theories  of  the  Christian  life  on  the  part  of 
those  whom  he  teaches.  Evangelism  places  the  emphasis  upon 
life.  It  is  not  satisfied  until  the  disciple  shows  that  in  him 
the  truth  lives  again.  Indeed,  modern  educational  theory 
holds  this  when  it  declares  that  education  is  development, 
not  mere  instruction ;  that  it  has  reference  to  the  whole  be- 
ing, not  merely  to  the  intellect.  But  what  is  with  education 
a  modern  theory  has  been  the  very  heart  of  Christian  evan- 
gelism from  the  beginning.  "Not  every  one  that  saith  unto 
me,  'Lord,  Lord,'  shall  enter  into  the  kingdom  of  heaven; 
but  he  that  doeth  the  will  of  My  Father  which  is  in  heaven." 
A  mighty  evangelistic  task  thus  confronts  the  teacher  who 
realizes  that  men  and  women  in  his  class  who  have  named 
the  name  of  Christ  are  living  lives  of  not  one  whit  higher 
ethical  quality  than  their  neighbors  who  make  no  religious 
profession.  The  evangelistic  aim  moves  the  teacher  to  ad- 
dress himself  to  the  tremendous  task  of  making  the  life  and 
the  Spirit  of  Jesus  regulative  in  the  lives  of  those  who  look 
to  him  as  teacher,  regulative  not  in  one  way,  but  in  all  the 
varied  and  complex  relationship  of  our  present-day  lives. 

VI.    The  Service  of  the  Evangelistic  Aim  to  Teach- 
ing 

The  evangelistic  aim  gives  warmth  and  fervency  to  teach- 
ing. If  teaching  is  to  be  effective  it  can  not  do  without 
the  element  of  feeling.  If  the  service  of  feeling  to  religion 
has  been  overestimated  in  some  quarters,  it  has  been  under- 
estimated in  others.    Cold,  pitiless  logic  may  be  intellectually 


158         THE  ADULT  WORKER  AND  HIS  WORK 

convincing;  it  can  never  be  life-giving.  It  does  not  provide 
the  atmosphere  in  which  high  resolves  are  made,  bonds  of 
habit  broken,  and  new  life-purposes  born.  Christian  evan- 
gelism is  ever  fervent  in  spirit.  Some  one  has 
Feeling  is  In-  g^j,^  ^j^^^  "Evangelistic  fervor  is  the  spirit  of  the 
to  Religion  Christian  propaganda."  It  is  the  spirit  of  the 
Christian  propaganda  because  it  is  the  spirit  of 
Christ.  Surely  no  one  can  study  His  life  sympathetically 
without  realizing  that  a  great  fire  burned  in  the  heart  of 
Jesus.  No  man  can  partake  of  Christ's  heart  of  compassion, 
His  yearning  for  the  lost,  His  devotion  to  the  Father's  pur- 
pose and  will  without  also  sharing  His  fervency  of  spirit. 
My  contention  is,  that  no  teacher  can  come  close  to  Jesus 
Christ  and  share  with  Him  His  evangelistic  aim  without 
having  his  own  heart  set  ablaze  and  a  fervency  imparted  to 
his  teaching  which  will  make  it  doubly  effective. 

Lesson  Outline: 

I.   The  Meaning  of  the  Term  Evangelism. 
II.   The  Evangelistic  Aim. 

III.  What  is  Required  in  a  Teacher. 

IV.  The  Teacher's  Special  Opportunity. 
V.   The  Wider  Evangelism. 

VI.   The  Service  of  the  Evangelistic  Aim  to  Teaching. 

Bibliography: 

King,  "Personal  and  Ideal  Elements  in  Education:" 
Chapter,  Christian  Training  and  the  Revival  as 
Methods  of  Converting  Men. 

Coe,  "The  Spiritual  Life." 

Topics  for  Special  Study: 

1.  Types  of  conversion  experience. 

2.  Jesus'  methods  of  appeal  to  men. 


THE  EVANGELISTIC  AIM  IN  TEACHING        159 

Topics  for  Class  Discussion: 

1.  The  evangelism  of  Jesus. 

2.  The  distinction  between  evangelism  and  revivalism. 

3.  The  purpose  of  evangelism. 

4.  The  prerequisites  of  evangelistic  teaching. 

5.  The  limits  of  the  evangelistic  appeal  of  teaching. 

6.  The  scope  of  evangelism. 

7.  How  the  evangelistic  aim  adds  to  the  effectiveness 

of  all  teaching. 


CHAPTER  XIII 

THE  TEACHER  COME  FROM  GOD 


u 


"The  world  is  weary  of  new  tracks  of  thought 
That  lead  to  naught — 
Sick  of  quack  remedies  prescribed  in  vain 
For  mental  pain: 

Yet  still  above  them  all  one  Figure  stands 
With  outstretched  hands." 

"Thus  the  Master  Teacher  becomes  unveiled  before  us  in 
His  work.  He  is  the  very  soul  of  moral  earnestness.  He  seals 
His  teaching  with  His  life.  His  whole  heart  is  in  all  His 
work.  His  own  behavior  shows  us  how  devotion  and  sin- 
cerity may  be  supreme  and  pure.  And  His  teaching  ministry 
makes  us  see  and  feel  and  know  that  truth  and  love  and 
immortality,  which  stand  supreme  in  Him,  may  be  freely 
shared  by  us.  So  perfect  are  His  ideal  and  example  and  art. 
In  all  the  teaching  realm  He  is  the  teaching  Model  for  all 
time.  Heaven  help  us,  having  caught  some  visions  of  His 
teaching  skill,  to  walk  in  fellowship  with  His  teaching  ways !" 
— C.  S.  Beardslee. 


CHAPTER  XIII 
THE  TEACHER  COME  FROM  GOD 

.  The  title  Teacher,  than  which  none  was  more  honorable 
or  more  truly  esteemed  among  the  Jews,  is  applied  to  Jesus 
more  often  in  the  Gospels  than  any  other.  The  disciples 
Jesus  was  came  only  gradually  to  their  unshakable  con- 
Most  Often  viction  that  He  was  the  Messiah  and  Lord,  but 
Addressed  from  the  very  beginning  of  His  ministry  they, 
as  Teacher  ^^  people  generally,  were  ready  to  acknowledge 
Him  as  a  Teacher.  As  many  as  fifty  times  within  the  brief 
compass  of  the  four  Gospels  Jesus  is  thus  addressed.  It 
remained,  however,  for  Nicodemus,  himself  an  honorable  coun- 
selor of  whom  much  good  may  be  said,  to  add  that  quali- 
fying statement  which  so  aptly  expresses  the  profound  judg- 
ment of  many  who  have  given  earnest  attention  and  study 
to  His  teaching,  "We  know  that  Thou  art  a  Teacher  come 
from  God." 

We  can  think  of  no  special  line  of  study  for  the  teacher 
of  to-day  which  would  be  more  fruitful  in  results  of  the 
highest  character  than  a  serious,  prolonged,  and  detailed  study 
of  the  qualities,  characteristics,  and  methods  of  Jesus,  the 
Teacher  come  from  God.  The  greatest  teachers  of  our  age, 
as  those  who  have  preceded  them,  freely  pronounce  Him  to 
be  the  Master  Teacher.  Let  the  teacher,  then,  study  the  teach- 
ing of  Jesus  in  all  its  phases  and  details.  He  need  not  fear 
that  close,  systematic,  scientific  study  will  detract  from  his 
religious  faith  in  Jesus  as  Christ  and  Lord.  Rather  from 
such  a  study  he  is  sure  to  come  with  his  strongest  faith 
deepened,  his  spiritual  convictions  intensified,  and  his  rever- 
ence, loyalty,  and  love  for  his  Master  strengthened. 

163  2 


i64         THE  ADULT  WORKER  AND  HIS  WORK 

We  can  present  within  the  limits  of  this  chapter  scarcely 
more  than  an  outline,  which  may  serve  as  suggestive  of  lines 
along  which  such  a  study  may  proceed. 

I.     The   Preparation   of   Jesus   for    His   Work   as 
Teacher 

The  existing  information  on  the  early  life  of  Jesus  is 
meagre,  but  the  few  details  which  we  have  are  both  im- 
portant  and   full   of   suggestion.      These,   together    with   the 

light  reflected  from  the  period  of  His  active 
Years  of  ministry,    are    sufficient    to    clearly    indicate    that 

arat^on    ^^^'  ^^^  ^^^^  early  years  of  silence  and  obscurity  were 

being  used  as  a  time  of  prolonged  and  intense 
application  in  preparation  for  those  which  were  to  come  later. 
Meditation,  serious  and  profound;  study,  earnest  and  dili- 
gent; prayer  and  communion  with  the  Father,  constant  and 
unceasing — such  was  His  preparation  for  teaching.  His  medi- 
tation bore  fruit  in  those  sententious  utterances  which  brought 
from  astonished  acquaintances  the  exclamation,  "Where  hath 
this  man  this  wisdom?"  His  study  resulted  in  His  famiharity 
with  the  traditions  of  the  elders.  His  thorough  acquaintance 
with  the  Rabbinical  modes  of  interpretation  and  exegesis,  and 
in  His  mastery  of  the  Old  Testament,  so  complete  that  He  was 
able  instantly  to  quote  from  it  at  will.  His  prayer  and  com- 
munion had  at  the  beginning  of  His  ministry  become  with 
Him  a  fixed  habit,  which  made  of  Him  an  example  to  all 
who  should  come  after  Him.  His  life  program  may  be 
briefly  expressed  in  these  words.  Thirty  years  of  preparation 
for  three  years  of  active  ministry.  Brumbaugh  has  well 
said:  "What  a  flood  of  light  this  throws  upon  the  relative 
significance  of  preparation  and  of  performance  of  life  serv- 
ice! Most  of  us  would  reverse  the  order.  He  understood 
what  all  of  us  must  come  to  understand  more  fully,  that 
we  must  pay  the  price  in  effort  and  time  if  we  are  to  reach 
the  point  where  we  can  render  large  and  efficient  service  to 
the  race." 

2 


THE  TEACHER  COME  FROM  GOD      165 

II.     Qualities  of  Jesus  as  a  Teacher 

As  we  study  the  teaching  of  Jesus,  certain  of  His  qualities 
stand  forth  with  pecuHar  prominence. 

1.  His  courage.     Never  the  slightest  trace  of  fear  can 

be  detected  in   Him.     He  trimmed   His  teaching  to   suit  no 

occasion.     He  stood  in  awe  neither  of  man  nor  of  human 

institutions,  customs,  or  traditions.  He  addressed 
He  Knew  ,  ,  ,  .       ,  , 

no  Fear  governors  and  kmgs  ni  the  same  cahn,  even  tone 

with  which  He  conversed  with  the  peasant.  He 
rebuked  sin  in  the  mighty  with  the  strongest  and  sternest 
denunciation,  while  He  spoke  with  pity  and  forbearance  to 
the  weak  and  outcast.  He  absolutely  refused  to  weigh  con- 
sequences as  related  to  His  physical  safety.  He  expressed 
no  need  of  human  counsel  or  defense,  and  eschewed  the  aid 
of  weapon  or  bodyguard  to  buoy  His  sense  of  safety.  He 
quailed  before  no  torture.  He  deliberately  chose  the  way 
which  He  knew  would  end  in  martyrdom,  and  had  no  fears 
in  death  when  the  expected  came  to  pass. 

2.  His  freedom  from  prejudice.  The  judgment  of  Jesus 
was  absolutely  clear,  perfectly  balanced.  Not  the  slightest 
trace   of   bias,    favoritism,    or   prejudice    can   be    detected    in 

speech  or  action  of  His.  East  and  West,  Jew 
He  Recog-  ^^-^^  Gentile,  rich  and  poor,  the  privileged  and 
nizedno  False    ,  i      i  n 

Distinctions  ^  common,  master  and  slave,  all  were  on  a 
plane  of  equality  in  His  sight.  He  knew  no 
boundaries  of  class,  clan,  or  race.  A  citizen  of  an  obscure 
province,  untraveled,  and  without  benefit  of  much  associa- 
tion with  the  learned  and  cultured  of  His  time,  yet  no 
trace  of.  provincialism  can  be  detected  In  His  action  or  H^is 
words.  He  was  free  to  treat  every  question  on  Its  merits, 
to  meet  every  man  as  a  brother,  to  act  ever,  from  the 
clearest  motives. 

"In  Christ  there  Is  no  East  or  West, 
In  Him  no  South  or  North ; 
But  one  great  fellowship  of  love 
Throughout  the  whole  wide  earth." 


i66        THE  ADULT  WORKER  AND  HIS  WORK 

3.  His  confidence  in  men.     Jesus  imparted  His  teach- 
ing to  men  in  the  confidence  that  His  words  would  not  be 
in  vain.    He  knew  what  was  in  man.    He  saw  the  full  mean- 
ing  of   sin   in  the   human   heart   as   none   other 

in  Men  ^^^^  ^^^-     "^^  ^^^  "°^  deceived  by  fair  appear- 

ances nor  tricked  by  the  duplicity  of  deceitful 
men.  In  spite  of  all  this,  He  believed  in  men  and  with 
supreme  confidence  He  laid  freely  before  them  the  riches 
of  His  truth.  The  full  force  and  meaning  of  this  is  realized 
only  when  we  consider  that  Jesus  based  the  progress  and 
triumph  of  His  kingdom  on  the  reception  or  rejection  of 
His  message  by  men.  He  invoked  no  external  means  in 
behalf  of  its  extension ;  He  neither  offered  rewards  nor 
threatened  penalties ;  He  disavowed  the  use  of  compulsion  of 
any  sort.  'The  calm  confidence  with  which  He  rests  on 
moral  means  is  the  grandest  tribute  that  has  ever  been  paid 
to  human  nature." 

4.  His  perfect  assurance.  From  the  first  all  hesitation, 
doubt,  experimentation  was  behind  Him.  He  spoke  like  a 
man  confidently  sure  of   Himself.     "See   if  you   can   detect 

Him  betraying  anxiety  or  timidity  or  uncertainty 
He  Spoke  anywhere.  See  if  He  ever  seems  to  be  feeling 
Authority  ^^^  way,  as  though  in  the  dark;  .  .  .  revis- 
ing a  verdict,  as  though  He  had  misjudged; 
knitting  His  brow  as  though  nonplussed  .  .  .  He  never 
seems  tentative,  as  though  unclear.  He  never  appears  solici- 
tous, as  though  unsure.  .  .  .  Certainty  in  Him  was  ele- 
mental." (Beardslee.)  This  quality  in  Jesus  made  a  quick, 
profound,  and  abiding  impression  upon  the  men  of  His  time. 
It  was  such  a  decided  contrast  to  the  teachers  and  methods 
of  His  day.  "For  He  taught  them  as  One  having  authority, 
and  not  as  the  scribes." 

People  wait  to-day  for  the  teacher  in  whose  utterance 
the  authoritative  note  is  sounded.  Not  the  boastful,  bom- 
bastic cocksureness  founded  in  ignorance  and  conceit,  which 
confounds  rather  than  convinces,  and  repels  rather  than  at- 


THE  TEACHER  COME  FROM  GOD      167 

tracts.  Of  that  we  have  too  much.  We  mean  the  unas- 
suming, gentle  certainty  which  though  quiet  is  intense  and 
though  humble  is  profound,  and  which  convinces  because  it 
gives  utterance  to  the  deep  convictions  of  a  truly  thoughtful 
mind  and  an  earnest  heart. 

III.    Some  Characteristics  of  Jesus'  Teaching 

1.  Intensity.  A  marked  intensity  and  urgency  character- 
ized all  the  teaching  of  Jesus.  His  utterances  were  never 
hasty;  with  Him  there  was  always  time  enough,  but  never 

a  moment  to  waste.  Indolence,  ease,  apathy  He 
Earnest'  would  not  excuse  or  condone  in  a  disciple.    Only 

an  enthusiast  could  be  His  follower.  The  call 
was  the  highest,  it  required  immediate  obedience;  the  busi- 
ness was  most  important,  it  required  first  attention;  the 
cause  was  supreme,  it  required  undivided  affection.  "No 
man,  having  put  his  hand  to  the  plow,  and  looking  back,  is 
fit  for  the  kingdom  of  God."     (Cf.  Luke  9:  57-62.) 

2.  Brevity.  We  can  not  but  be  impressed  with  the  brevity 
of  Jesus'  teaching.  It  must  be  borne  in  mind  that  the 
Gospels  are  but  summaries,  but  even  so  everything  goes  to 

show  that  nothing  which  He  said  could  be  called 
His  Teach-  long-drawn.  He  never  wasted  words.  He  came 
the  Pomt  °  directly  to  the  point.  He  never  tolerated  con- 
troversial argument.  He  dealt  with  the  supreme 
issues  of  the  soul.  He  treated  of  conduct,  of  character,  of 
sin,  of  duty  to  man,  of  responsibility  to  God ;  His  teaching 
swept  through  the  height  and  the  depth,  the  length  and  the 
breadth  of  life  and  death,  of  heaven  and  earth  and  hell, 
yet  for  literary  terseness  His  utterances  stand  unequaled. 

3.  Nearness  to  life  and  nature.  For  the  illustrations 
to  point  His  discourses  Jesus  went  to  nature  and  to  common 
life.  He  of  all  men  lived  closest  to  the  heart  of  nature. 
The  green  fields  and  the  springing  flowers,  the  seed  and 
the  tree,  the  vine  and  the  fishes,  the  night  and  the  storm, 
the   clouds   and   the  lightning,   the   wind   and   the   rain,   the 


i68         THE  ADULT  WORKER  AND  HIS  WORK 

sunrise  and  the  sunset,  the  rent  garments  and  the  bursting 

wine-skins,  the  net  and  the  fish,  the  eggs  and  the  serpents, 

the  pearls  and  the  pieces  of  money,  the  wheat  and  the  wine, 

the  corn  and  the  oil — all  these  and  many  others 
He  Lived  in  ^,  e        r        •        j_      ^t  j    • 

Fellowship      Were  the  means  of  enforcmg  truths  and  mipress- 

with  Nature  ing  spiritual  lessons  upon  the  minds  of  men. 
and  Common  He  dealt  with  commonplace  and  familiar  things, 
^^'®  but    His    teaching    itself    was    never    common. 

There  is  a  distinction  here.  Many  teachers  after  Him  have 
used  common  objects  in  such  a  common  way  that  their 
teaching  has  been  wholly  commonplace.  Not  so  with  the 
Master.  The  commonest  things  of  life  in  His  hands  took 
on  meanings  most  profound.  He  sensed  the  deeper  relation- 
ships. To  Him  the  commonest  objects — a  bird,  a  flower,  a 
little  child,  were  doors  opening  into  the  holy  of  holies.  To 
Him.  the  commonest  acts  were  steps  toward  profoundest  con- 
sequences. To  His  sense  of  God  every  beneficent  event  in 
nature  revealed  the  Father's  love  and  care.  To  Him  nothing 
was  common  or  profane;  even  if  it  seemed  common,  it 
had  divine  relationships ;  even  though  it  showed  itself  evil, 
it  was  the  degradation  of  good  and  had  within  itself  the 
possibility  of  recovery.  "His  speech  was  always  simple,  but 
it  was  unfailingly,  incomparably  profound.  .  .  .  His  walk 
was  in  the  very  midst  of  plain  men's  daily  life.  But  He 
had  eyes  to  see." 

IV.     Some  Particulars  of  Jesus'  Method 

I.     His   appeal   to  the  will.     In  these  days,   when  the 
importance  of  the  will  in  the  formation  of  character  is  being 
made  clear  as  never  before,  it  is  of  peculiar  in- 
His  Empha-     ^grest  to  note  the  constant   appeal  which  Jesus 
Doing  made   to    the   will.     This    is    central    in    all    His 

teaching.  He  appealed  not  primarily  to  reason, 
as  the  Greek,  nor  to  the  emotions,  as  the  Roman,  but  to 
the  will.  He  placed  first  emphasis,  not  upon  understand- 
ing,   nor    upon    feeling,    but    upon    doing.      At    the    conclu- 

2 


THE  TEACHER  COME  FROM  GOD  169 

sion  of  the  wonderful  sermon  which  has  been  well  called 
the  Great  Charter  of  the  New  Kingdom,  He  said,  "Whoso- 
ever heareth  these  words  of  Mine  and  doeth  them,  I  will 
liken  him  unto  a  wise  man,  who  built  his  house  upon  a  rock." 
(Matt.  7:24.)  His  word  to  those  who  would  be  His  dis- 
ciples was,  "If  any  man  will  come  after  Me,  let  him  deny 
himself,  and  take  up  his  cross  daily  and  follow  Me."  (Luke 
9:23.)  To  Him  the  way  of  obedience  was  the  way  of 
knowledge:  "If  any  man  will  do  His  will,  he  shall  know 
of  the  doctrine."     (John  7:17.) 

2.  His  use  of  induction.  Almost  invariably  in  His 
teaching  Jesus  began  with  the  concrete  instance  and  pro- 
ceeded from  that  to  the  abstract  principle.     With  Him  the 

simple  preceded  the  complex,  the  particular  led 
He  Began         ^^p  ^.^  ^^^  universal.     Beginning  with  some  com- 

wjth  the  ,  .  ,  ,,..,. 

Particular  ^^*^"  object  thoroughly  familiar,  or  with  some 
concrete  fact  out  of  their  own  experience.  He 
skillfully  led  His  hearers  to  perceive  and  to  enunciate  for 
themselves  the  principle  which  He  would  inculcate.  Says 
Beardslee :  "To  show  God's  care.  He  points  to  flowers.  To 
show  God's  grace.  He  heals  the  blind.  To  teach  humility.  He 
points  to  a  blushing  child.  To  show  fraternity.  He  eats  with 
publicans.  To  demonstrate  immortality,  He  mentions  Abra- 
ham. To  show  how  honor  may  shine  in  lowly  deeds.  He 
washes   His  disciples'  feet." 

3.  His  use  of  questions.  Very  much  of  Jesus'  teach- 
ing was  conversational.  Recall  how  many  of  the  priceless 
statements  of  truth  which  the  world  will  never  let  die  were 

spoken  in  informal  conversation  with  one  per- 
Conversation   ^°"-     ^^  Seemed  to  consider  a  class  composed 

of  one  member  as  of  ideal  size.  He  never  dis- 
missed a  class  because  there  were  too  few  present  to  claim 
His  effort  and  attention.  He  seems  to  have  preferred  deal- 
ing at  close  range  to  addressing  crowds.  In  these  personal 
interviews  He  made  much  use  of  direct  questioning.  With 
marvelous  tact  and  skill  He  drew  from  the  person  expressions 

2 


170         THE  ADULT  WORKER  AND  HIS  WORK 

of  spiritual  need,  confession  of  moral  shortcomings,  the 
very  truth  which  He  desired  to  apply,  and  a  profession 
of  personal  adherence.  (As  a  striking  example,  study  John 
4:5-42.)  Would  you  see  teaching  at  its  highest  estate?  Be- 
hold Jesus  sitting  surrounded  by  a  little  group  of  people 
engaged  in  quiet  conversation,  all  perfectly  at  their  ease.  He 
encourages  every  one  to  speak  his  mind,  listens  patiently  to 
every  expression,  replies  to  every  honest  inquiry.  The  one 
who  is  in  error  He  corrects  out  of  his  own  mouth.  The 
one  who  is  seeking  enlightenment  He  instructs  by  his  own 
words.  There  may  be  disputation,  but  it  never  lasts  long. 
There  may  be  prejudice;  it  is  always  dispelled.  There  may 
be  opposition,  intense  and  able ;  whatever  the  situation,  at 
the  end  of  the  conversation  Jesus  is  ever  the  victor, 

4.  His  use  of  positive  principles.  Jesus'  teaching  was 
in  the  language  of  positive  assertion.  The  word  of  the  law 
had  been  negative.  How  strikingly  the  difference  is  brought 
HeFormu-  ^^^  ^"  ^^^  Sermon  on  the  Mount,  in  the  repeated 
lated  Positive  sentences,  "Ye  have  heard  that  it  was  said  to 
Principles  of  them  of  old  time.  Thou  shalt  not  .  .  .  but  I 
Conduct  g^y  yj^^Q  y^y^  Thou  shalt!"    Jesus  gave  expression 

to  positive  principles ;  His  thought  was  that  positive  guidance 
in  right  ways  is  of  more  value  than  the  prohibition  of  evil  con- 
duct ;  that  it  is  of  greater  worth  and  assistance  to  guide  people 
in  right  doing  than  to  command  them  to  refrain  from  evil. 

In  this,  again,  succeeding  ages  have  followed  Jesus  afar 
off.  How  much  of  the  world's  teaching  has  been  akin  to 
that  "of  old  time,"  negative  in  form !  Too  often  the  Church 
has  concerned  itself  more  with  negations  than  with  positive 
counsels.  Parents  have  limited  their  instruction  of  their 
children  to  a  category  of  "Don'ts."  To-day  as  never  before 
the  wisdom  of  Jesus'  method  is  realized  and  His  example 
is   being  followed. 

V.    Final  Words 

Beyond  all  that  has  been  stated  as  to  the  manner  and 
method  of  Jesus'  teaching,   it  must  needs   be   said  that   He 


THE  TEACHER  COME  FROM  GOD      171 

was  the  Master  Teacher  because  of  what  He  was.  John 
makes  a  statement  of  immense  significance  in  this  connection 
when  he  says  of  Jesus  that  He  was  "full  of  truth."  He 
taught  with  effect  and  power  because  He  and  the  truth  He 
taught  were  one.  He  was  the  truth.  Milton  never  more 
truly  sang  than  in  this,  "He  who  would  be  a  true  poet,  or 
would  speak  in  laudable  things,  ought  himself  to  be  a  true 
poem."  Which  statement  Channing  supplements  by  these 
words :  "I  affirm  that  the  efficacy  of  the  Christian  religion 
lies  chiefly  in  the  character  of  Jesus.  Christianity  separated 
from  Jesus,  wanting  the  light  and  comment  of  His  char- 
acter, would  have  done  comparatively  little  for  the  world. 
Jesus  with  His  celestial  love  is  the  life  of  His  religion." 

Lesson  Outline: 

I.   The  Preparation  of  Jesus  for  His  Work  as  Teacher. 

H.   Qualities  of  Jesus  as  a  Teacher. 

1.  His  courage. 

2.  His  freedom  from  prejudice. 

3.  His  confidence  in  men. 

4.  His  perfect  assurance. 

HI.    Some  Characteristics  of  Jesus'  Teaching. 

1.  Intensity. 

2.  Brevity. 

3.  Nearness  to  life  and  nature. 

IV.    Some  Particulars  of  Jesus'  Method. 

1.  His  appeal  to  the  will. 

2.  His  use  of  induction. 

3.  His  use  of  questions. 

4.  His  use  of  positive  principles. 

V.   Final  Words. 

Bibliography: 

Beardslee,  "Teacher  Training  with  the  Master  Teacher." 
Brumbaugh,  "The  Making  of  a  Teacher." 


172         THE  ADULT  WORKER  AND  HIS  WORK 

Topics  for  Special  Study: 

1.  The  conversations  of  Jesus, 

2.  Jesus'  use  of  parable  in  teaching. 

Topics  for  Class  Discussion: 

1.  What  were  the  titles  used  in  addressing  Jesus? 

2.  Which  was  used  most  often?     Why? 

3.  How  much  time  did  Jesus  give  to  preparation  for 

teaching?    How  much  will  you  give? 

4.  Cite    instances    in    which    Jesus    shows    courage   in 

teaching. 

5.  How  is  His  freedom  from  prejudice  shown? 

6.  How  did  He  show  His  confidence  in  men? 

7.  What  did  the  people  mean  by  their  statement,   He 

teacheth  with  authority? 

8.  State  and  illustrate  the  characteristics  of  Jesus'  teach- 

ing mentioned. 

9.  What   is   the   importance   of   the   will   in    character 

formation  ? 

10.  Discuss   the  place  of  conversation  in  Jesus'   teach- 

ing. 

11.  What   was   Jesus'   relation   to  the  truth   which    He 

taught  ? 


CHAPTER  XIV 

RELIGIOUS  WORK  OF  THE  ADULT 
BIBLE  CLASS 


"The  great  defect  in  our  whole  system  of  religious  edu- 
cation lies  in  a  radical  oversight  or  omission;  namely,  the 
failure  to  perceive  that  moral  and  religious  education  must 
include  moral  and  religious  action,  and  that  it  is  the  duty 
of  the  Church  not  simply  to  give  direction  to  the  work  of 
instruction,  but  to  give  direction  to  the  activities  of  those 
under  its  care  as  well.  .  .  .  Our  purpose  ...  is  to 
help  the  teachers  in  our  Sunday-schools  to  give  some  current 
guidance  to  the  moral  and  religious  activities  of  the  members 
of  their  classes.  It  raises  the  question,  'In  view  of  the  truth 
of  the  lesson,  what  practical  things  ought  we  to  do  during 
the  coming  week  in  fulfillment  of  that  truth?'  It  enables 
the  teacher  at  the  close  of  each  lesson  to  say  to  the  class, 
'Well,  now,  we  have  learned  such  and  such  truths  from  the 
lesson  to-day;  now,  what  immediate  use  can  we  make  of 
these  truths?  How  can  we  carry  them  out  during  the  week? 
What  shall  we  do?'  And  then,  having  raised  these  questions, 
not  to  leave  the  whole  matter  indefinite,  but  to  go  forward 
and  put  the  members  of  the  class  upon  specific  lines  of  moral 
and  religious  practice.  The  constant  word  should  be,  'We 
have  learned;  now  let  us  do.'  For  otherwise  our  knowledge 
will  condemn  us." — /.  T.  McFarland. 

"Seize  the  very  first  opportunity  to  act  on  every  resolu- 
tion you  make,  and  on  every  emotional  prompting  you  may 
experience  in  the  direction  of  the  habits  you  aspire  to  gain. 
.  .  .  No  matter  how  full  a  reservoir  of  maxims  one  may 
possess,  and  no  matter  how  good  one's  sentiments  may  be, 
if  one  has  not  taken  advantage  of  every  concrete  opportunity 
to  act,  one's  character  may  remain  entirely  unaffected  for 
the  better.  .  .  .  When  a  resolve  or  a  fine  glow  of  feeling 
is  allowed  to  evaporate  without  bearing  practical  fruit,  it  is 
worse  than  a  chance  lost ;  it  works  so  as  positively  to  hinder 
future  resolutions  and  emotions  from  taking  the  normal  path 
of  discharge.  There  is  no  more  contemptible  type  of  human 
character  than  that  of  the  nerveless  sentimentalist  and 
dreamer,  who  spends  his  life  in  a  weltering  sea  of  sensibility, 
but  never  does  a  concrete,  manly  deed." — William  James. 

2 


CHAPTER  XIV 
RELIGIOUS  WORK  OF  THE  ADULT  BIBLE  CLASS 

I.    Doers  of  the  Word 

The  Organized  Adult  Bible  Class  that  really  justifies  its 
existence  will  be  a  power  for  righteousness  and  godliness. 
It  will  realize  that  it  exists  to  serve  the  interests  of  the 
kingdom  of  Jesus  Christ.  It  will  be  earnest  and 
Motto  of  the  active  in  all  good  works,  for  it  will  constantly 
"l^erve."'  P^^^  ^"^^  practice  the  religious  teaching  which  it 
receives.  It  will  translate  theory  as  to  what 
ought  to  be  done  into  examples  of  right  living;  it  will  trans- 
mute high  sentiment  and  strong  emotion  into  concrete  deeds 
of  mercy  and  kindness. 

The  importance  of  this  can  not  be  overestimated.     It  is 

based  upon   fundamental   principles.     For   one   thing,  we   do 

not   really  learn  anything  unless   we   express   it   in  word   or 

deed.     We  do  not  make  any  truth  our  own  until 

No  Impres-      -^  j^^g  become  a  part  of  us  by  being  performed, 

sion  ^without  ,    i        ,        •  , ,  •  i        ao-i 

Expression  ^^'  ^*  ^<^^^t  given  Utterance  m  word.  ihe  ex- 
pression is  a  part  of  the  process  of  acquisition." 
Again,  to  arouse  emotion,  to  appeal  to  the  conscience,  with- 
out making  sure  that  the  emotion  and  sense  of  obligation 
are  carried  to  their  conclusion  in  action  is  to  undermine  the 
person's  power  to  act  in  the  future.  Positive  harm  may  thus 
be  done  by  the  repeated  statement  of  moral  and  religious 
truths,  by  appeals  and  exhortations,  where  no  opportunity  is 
given  for  response  in  appropriate  action.  An  example  of 
this  evil  may  be  seen  in  the  weakening  of  character  from  the 
reading  of  novels  which  appeal  powerfully  to  the  sentiments 
and  emotions,  but  provide  no  channel  of  useful  expression. 

175  2 


176       THE  ADULT  WORKER  AND  HIS  WORK 

It  therefore  becomes  an  essential  part  of  the  teacher's  task 
to  make  of  the  class  a  school  of  practice.  Here  is  the  weak- 
ness of  much  of  our  teaching.  It  consists  of  constant  im- 
pression without  demanding  the  corresponding 
The  Class  necessary  expression.  "The  teacher  who  makes 
Practice  "°   Special   effort   to   secure  adequate   expression 

of  knowledge  and  thought  falls  as  far  short  of 
his  duty  as  the  trainer  of  an  athletic  team  who  would  see 
that  his  men  had  proper  food  in  quality  and  quantity  and 
that  they  observe  the  hygiene  of  digestion,  but  who  would 
require  of  them  no  definite,  carefully  directed  exercise." 
(Roark.)  No  doubt  it  is  much  easier  for  the  teacher  merely 
to  give  utterance  to  the  truth  and  to  tell  what  ought  to  be 
done,  but  the  teacher  must  realize  that  if  he  stops  short  of 
getting  the  thing  done  he  is  by  that  much  failing  to  teach. 

The  success,  therefore,  of  the  teacher  in  securing  this  ex- 
pression in  word  and  deed  is  the  real  test  of  his  work.  Too 
long  we  acted  as  though  facility  in  exciting  feeling  was  the 
In  this  is  measure    of    successful    teaching.      Now    we    ..ire 

the  Test  of  come  to  realize  that  the  real  significance  and 
Successful  worth  of  emotion  and  sentiment  is  in  their  power 
Teaching  ^^  move  the  will  to  act.     If  they  stop   short   of 

that  they  are  barren  and  unfruitful.  The  most  vital  require- 
ment made  of  the  teacher  is  not  that  he  shall  stir  the  emo- 
tions, or  even  that  he  shall  inform  the  mind,  although  both 
are  necessary,  but  rather  that  he  shall  provide  the  will  with 
motive,  so  that  the  man  who  feels  and  who  likewise  knows 
shall  go  forth  to  do  the  right  and  the  good. 

II.    Religious  Work  Within  the  Class 

The  class  itself  naturally  presents  the  primary  sphere  of 
religious  activity.  We  suggest  a  number  of  definite  and  im- 
portant forms  of  religious  service : 

Cultivate  a  spirit  of  good  fellowship.  Love  is  the  tie 
that  binds.  Nothing  else  is  quite  so  attractive  in  a  class,  as 
in  the  Church  as  a  whole,  as  a  spirit  of  genuine  brotherliness. 

2 


RELIGIOUS  WORK  OF  ADULT  BIBLE  CLASS     177 

It  need  not  be  much  talked  about ;  indeed,  real  sympathy  and 
fellowship  are  better  shown  by  acts  than  by  words,  but  each 
should  make  it  his  earnest  and  continual  endeavor  to  de- 
velop a  class  comradeship,  an  atmosphere  of  genial,  open, 
sympathetic  fellowship  that  will  bind  the  class  together  in 
the  bonds  of  Christian  friendship. 

Make  the  class  a  means  of  spiritual  growth  to  every 
member.  This  is  not  altogether  the  teacher's  part.  More 
depends  upon  the  teacher  than  upon  any  one  else,  but  the 
class  officers  and,  indeed,  every  member  shares  this  responsi- 
bility. The  class  sessions  and  the  class  fellowship  both  may 
be  made  the  means  of  deepening  and  strengthening  the  re- 
ligious life  and  experience  of  many.  See  to  it  that  the  at- 
mosphere which  prevails  in  the  class  room  is  such  that  it  will 
seem  the  natural  thing  for  significant  spiritual  decisions  to 
be  made,  great  purposes  to  be  born,  strong  resolutions  to  be 
formed.  Bear  ever  in  mind  that  unless  the  class,  through  its 
Bible  study  and  its  general  activities,  is  building  up  its  mem- 
bers in  true  Christian  character,  it  is  failing  to  realize  a 
fundamental  and  principal  aim. 

Private  devotional  study  of  the  Word  should  be  empha- 
sized. Few  things  indeed  so  nurture  and  strengthen  the  re- 
ligious life  as  systematic  Bible  study.  The  Morning  Watch — 
a  few  moments  at  the  beginning  of  the  day  given  to  Bible 
stud)^  and  prayer — has  been  signally  blessed  in  the  lives  of 
thousands  of  young  people.  Encourage  the  members  to  bring 
their  Bibles  to  the  class  session.  Class  Bible  study  never 
amounts  to  much  until  the  members  are  sufficiently  in  earnest 
to   use  their  own   Bibles   during  the  class   hour. 

Encourage  church  attendance.  The  members  of  the 
class  should  by  all  means  be  regular  attendants  upon  the 
preaching  services  of  the  Church.  This  should  be  made  a 
matter  of  class  loyalty.  In  large  classes  it  may  be  well  to 
keep  a  record  of  Church  attendance  in  order  that  absentees 
may  be  urged  to  attend.  The  stated  service  of  the  Church 
should  always  be  announced  in  the  class  and  an  invitation 


178       THE  ADULT  WORKER  AND  HIS  WORK 

given  to  attend.  Make  these  announcements  as  varied  and 
attractive  as  possible. 

Class  prayer-meeting.  Many  of  our  classes  have  a 
prayer-meeting  of  their  own  preceding  the  Sunday-school 
session.  This  may  be  called  either  a  prayer-meeting  or  a 
class-meeting;  if  the  latter,  it  may  well  be  accounted  one  of 
the  stated  class-meetings  of  the  Church.  Such  a  meeting 
may  do  much  to  deepen  the  devotional  spirit  of  the  class, 
and  especially  to  aid  and  strengthen  those  who  are  young  in 
the  religious   life. 

Visit  the  sick.  Careful  attention  should  be  given  to  the 
visitation  of  members  of  the  class  who  are  ill.  Inquiry 
should  be  made  at  the  class  sessions  as  to  whether  any  of, 
the  members  are  sick.  If  there  are,  careful  attention  should 
be  given  to  the  matter  of  regular  visitation.  Unless  plans 
are  made  systematically  and  certain  members  appointed  to 
represent  the  class,  unintentional  neglect  may  result.  If  the 
case  is  one  of  severe  and  prolonged  illness,  the  class  should 
offer  its  services  for  attendance  upon  the  sick-bed.  The  class 
may  well  offer  to  provide  the  services  of  a  nurse  when  this 
is  desirable.  In  other  cases,  volunteer  attendance  by  members 
of  the  class  would  be  more  appreciated.  Where  a  death 
occurs  among  the  members  of  the  class,  all  possible  kindly 
service  should  be  rendered.  The  class  should  make  it  its 
business  to  demonstrate  that  there  is  no  spirit  of  fraternity, 
no  bond  of  brotherhood  so  strong,  so  true,  and  so  prac- 
tically helpful  as  that  which  prevails  in  the  Church  of  Christ 
and  in  the  Organized  Bible  Class  as  a  part  of  the  Church. 

Sometimes,  where  the  illness  is  not  too  severe,  the  regular 
class  session  may  be  held  with  the  sick  member.  Arrange- 
ments having  been  previously  made,  the  class  may  proceed 
to  the  home  in  a  body,  hold  a  brief  session  of  Bible  reading, 
song,  prayer,  perhaps  even  lesson  discussion,  and  then  repair 
again  to  the  regular  meeting  place  for  the  remainder  of 
the  session.  Such  a  service  may  be  a  means  of  the  largest 
religious  helpfulness. 


RELIGIOUS  WORK  OF  ADULT  BIBLE  CLASS     179 

Provide  a  library.  The  class  may  well  provide  a 
Reference  Library  for  its  class  room,  to  be  freely  at  the 
disposal  of  the  teacher  and  all  the  members  of  the  class. 
Where  the  Sunday-school  does  not  have  a  library,  either  a 
general  library  or  a  reference  library  for  officers  and  teachers, 
it  may  be  better  for  the  class  to  devote  its  energies  to  secur- 
ing either  one  or  both  for  the  benefit  of  the  school  as  a 
whole.  Where  this  twofold  necessity  of  a  properly  equipped 
school  is  provided  for,  it  is  well  for  the  class  to  build  up  a 
library  of  its  own.  To  begin  with,  such  a  library  should 
contain  one  of  the  best  Bible  dictionaries,  a  set  of  good 
commentaries  on  the  Bible  as  a  whole,  a  work  on  Biblical 
geography,  one  on  Biblical  theology  (both  of  the  Old  and  the 
New  Testament),  a  volume  of  Lesson  Notes  of  the  current 
year;  or,  if  the  class  is  pursuing  some  special  course,  books 
dealing  specifically  with  the  subjects  of  the  course,  and  the 
few  books  which  have  been  published  on  the  Adult  Bible 
Class.  Beyond  this  the  scope  of  the  collection  may  be  gradu- 
ally broadened  until  in  a  comparatively  brief  time  the  class 
may  have  a  library  that  will  be  of  the  largest  practical  value 
to  the  class  in  its  work. 

III.    Religious  Work  for  the  School 

Next  to  work  within  the  class  itself,  opportunities  for 
helpful  religious  service  will  be  presented  in  connection  with 
the  Sunday-school.  Every  active  Adult  Bible  Class  will  be 
a  real  strength  to  the  Sunday-school  work  as  a  whole.  In 
the  way  of  definite  means  of  helpfulness,  we  suggest: 

Encourage  the  workers.  The  Adult  Bible  Class  should 
fulfill  the  function  of  a  Boosters'  Club.  It  should  constantly 
talk  up  the  work  of  the  school.  If  an  officer  or  teacher 
appears  discouraged,  proffer  a  word  of  hearty  cheer.  If  any 
department  of  the  school  is  weak,  strengthen  it.  Some  of 
the  teachers  may  have  especially  difficult  classes  to  deal 
with;  commend  their  earnest  efforts  and  their  perseverance. 
Does  the   superintendent  need   assistance?     Offer  him  your 


i8o        THE  ADULT  WORKER  AND  HIS  WORK 

aid.  Let  the  Adult  Bible  Class  stand  behind  all  the  work 
of  the  Sunday-school,  to  strengthen  and  develop  the  whole. 
In  some  cases  the  Organized  Adult  Class  has  taken  the  re- 
sponsibility of  organizing  and  carrying  on  a  Home  Depart- 
ment where  none  existed  before.  In  other  cases,  some  other 
branch  of  the  work  has  been  placed  under  its  care  for  a  time. 

Provide  a  corps  of  substitute  teachers.  Many  schools 
have  great  difficulty  in  securing  a  sufficient  supply  of  teach- 
ers ;  when  a  regular  teacher  is  absent,  his  class  is  unprovided 
for.  Where  the  need  exists,  let  the  Adult  Class  select  from 
among  its  members  a  number  of  those  best  qualified  to  teach ; 
arrange  a  definite  schedule  designating  certain  members  to 
serve  on  the  first  Sunday  of  the  month,  others  on  the  second, 
and  so  forth,  and  place  this  list  in  the  hand  of  the  superin- 
tendent. Make  it  a  matter  of  class  loyalty  to  be  prepared 
when  one's  services  are  needed.  Every  Organized  Adult  Class 
should  be  a  training-school  for  Sunday-school  v/orkers;  this 
plan  helps  toward  that  end. 

Organize  a  "Big  Brothers"  group.  In  almost  every 
Sunday-school  some  boys  may  be  found  who  are  greatly  in 
need  of  the  sympathy,  the  fellowship,  the  counsels,  and  the 
love  of  a  big  brother.  Some  of  them  are  fatherless  lads; 
others  come  from  homes  where  fatherhood  means  little,  or 
it  may  be  less  than  nothing.  Here  is  an  opportunity  for 
service  of  the  highest  worth.  Let  each  member  of  the  group 
be  assigned  a  boy  with  whom  to  become  acquainted  and  to 
whom  he  will  agree  to  be  in  every  possible  way  a  true  "big 
brother."     The  possibilities  of  this  plan  are  almost  unlimited. 

Organize  a  Boys*  Messenger  Service.  This  plan  in 
some  one  of  various  forms  has  been  adopted  and  is  being 
used  with  excellent  results  by  a  number  of  our  classes.  It 
is  best  to  take  boys  of  the  intermediate  age.  Details  of  the 
plan  may  be  worked  out  by  the  class.  In  some  cases  a 
distinctive  cap  has  been  provided,  also  a  badge;  a  regular 
time  designated  when  the  messengers  are  subject  to  the  call 
of   the   leader    for   any    service    in    behalf    of   the    class,    the 


RELIGIOUS  WORK  OF  ADULT  BIBLE  CLASS     i8i 

Sunday-school,  or  the  Church.  Advertising  may  be  dis- 
tributed, invitations  sent  out,  or  any  one  of  numerous  serv- 
ices performed  by  such  a  band.  Best  of  all,  the  boys  are 
employed  in  useful  activity  for  the  Church,  are  brought  into 
fellowship  with  Christian  men,  and  trained  in  habits  of  vol- 
unteer service  for  a  worthy  cause. 

IV.    Religious  Work  for  the  Church 

The  Adult  Bible  Class  will  find  many  of  its  opportunities 
for  the  most  fruitful  service  in  connection  with  the  Church 
and  its  activities.  In  addition  to  the  help  which  the  members 
of  the  class  may  render  to  the  Church  as  individual  mem- 
bers, there  are  many  things  which  the  class  may  do  as  a 
class.  The  following  ways  of  working  are  for  the  most  part 
examples  of  what  has  been  done  by  active  classes : 

Hold  special  meetings  for  men.  The  average  evangel- 
istic meeting  is  attended  more  largely  by  women  than  by 
men.  It  has  been  found  that  men  will  attend  a  meeting 
announced  as  for  men  only  more  readily  than  any  other. 
A  week's  meetings  for  men  may  be  made  a  means  of  reach- 
ing many  non-church  goers.  In  many  places  a  weekly  prayer- 
meeting  for  men  on  Sunday  afternoon  or  some  week-night 
has  been  the  means  of  accomplishing  much  good. 

Conduct  evangelistic  meetings.  The  pastor  may  be  glad 
to  have  the  class  get  behind  a  series  of  evangelistic  meet- 
ings ;  announce  them  as  under  the  auspices  of  the  class ;  take 
charge  of  the  advertising,  the  music,  and  the  finances ;  make 
itself  responsible  for  active  personal  work  in  inviting  people 
to  attend,  and  persuading  them  to  commit  themselves  to  the 
Christian  life. 

Increase  the  attendance  at  the  weekly  prayer-meeting. 
Too  often  the  pastor  is  the  only  one  working  for  the  suc- 
cess of  the  mid-week  service.  The  class  can  do  much  in 
its  behalf. 

Build  up  the  Sunday  evening  service.  A  dozen  people 
working  enthusiastically  to   increase  the   attendance   and   in- 


i82     thp:  adult  worker  and  his  work 

terest  of  this   service  could  in  many  cases   revolutionize   it. 

Take  charge  of  a  Church  bulletin  board.  This  should 
be  done  under  the  direction  of  the  pastor.  To  provide  at- 
tractive announcements  for  all  regular  services  is  a  large  task 
for  one.    A  committee  from  the  class  can  easily  attend  to  it. 

Publish  a  local  Church  paper.  In  many  places  this  can 
be  made  of  great  benefit  to  the  Church. 

Make  a  class  contribution  to  the  new  church.  This 
may  be  in  the  form  of  some  distinctive  gift,  as  an  art  win- 
dow, a  bell,  the  pulpit  furnishings,  a  pipe  organ,  a  piano,  or 
in  the  form  of  a  class  subscription. 

Supply  new  Hymnals  or  Bibles.  Many  Churches  are 
in  need  of  a  stock  of  new  Hymnals.  Others  need  Bibles 
for  the  pews.  What  more  appropriate  service  for  the  class 
than  to  supply  Bibles   for  the  use  of  the  congregation? 

Assist  the  minister  in  pastoral  work.  The  duties  of 
pastoral  visitation,  especially  in  a  large  church,  become 
onerous.  The  pastor  will  appreciate  being  assured  that  he 
may  call  on  the  class  to  visit  the  aged,  the  infirm,  the 
poor  occasionally.  It  will  relieve  him,  and  do  the  class 
good. 

Take  a  religious  census.  Every  Church  should  have 
an  accurate  record  of  the  families  living  within  the  parish, 
number  in  the  family,  ages,  and  Church  affiliation.  This 
information  may  be  used  to  very  great  advantage  both  by  the 
Church  and  the  Sunday-school.  The  class  might  well  assume 
responsibilty  for  taking  the  census  and  for  keeping  the  record 
up  to  date. 

Furnish  church  decorations,  such  as  palms,  ferns,  and 
cut  flowers,  for  the  pulpit. 

Care  for  the  children.  A  young  woman's  class  might 
well  take  charge  of  a  creche  in  the  church  parlors,  where 
mothers  may  leave  their  young  children  in  good  care  while 
they  attend  Church.  Many  mothers  are  entirely  deprived  of 
the  privilege  of  Church  attendance  and  of  social  pleasure 
because  of  having  no  one  with  whom  to  leave  their  children. 


RELIGIOUS  WORK  OF  ADULT  BIBLE  CLASS     183 

V.     Additional   Forms  of  Religious   Activity 

There  are  many  other  specific  ways  in  which  the  x\dult 
Bible  Class  can  do  effective  religious  work.  We  suggest  a 
few  which  seem  to  us  to  be  of  special  importance: 

Hold  regular  religious  services  in  the  county  jail. 
An  important  and  oft  neglected  field  of  service. 

Provide  music  in  hospitals.  A  Sunday  afternoon  serv- 
ice of  Christian  song  in  a  hospital  will  bring  comfort  and 
cheer  to  many  a  lonely  and  depressed  heart. 

Conduct  religious  services  in  the  county  infirmary. 
These  institutions  are  often  entirely  without  Protestant  re- 
ligious services. 

Conduct  gospel  meetings  in  schoolhouses.  There  are 
many  neglected  rural  communities  where  the  grown  people 
attend  no  Church  and  the  children  are  deprived  of  Sunday- 
school  privileges. 

Maintain  a  class  quartet,  double  quartet,  or  chorus. 
A  class  musical  organization  will  have  many  opportunities 
to   render  appreciated   service  in   religious   meetings. 

Supply  literature  to  a  frontier  school.  The  mission- 
aries of  the  Board  of  Sunday-schools  organize  yearly  scores 
of  schools  in  frontier  communities  which  are  entirely  with- 
out resources.  If  they  are  to  be  maintained,  supplies  must 
be  furnished  them.  Many  an  Adult  Class  could  easily  under- 
take to  provide  for  one  such  school.^ 

Support  a  Sunday-school  missionary.  The  Board  of 
Sunday-schools  keeps  a  corps  of  missionaries  in  the  field 
constantly,  organizing  new  Sunday-schools  and  aiding  the 
weak  schools.  One  missionary  in  the  first  nine  months  of 
his  service  organized  forty-one  new  schools.  All  are  doing 
excellent  service.  Their  work  is  of  the  utmost  importance, 
caring  for  communities  religiously  destitute,  providing  re- 
ligious   instruction   and    spiritual    guidance   for   children    and 


iThe  Board  of  Sunday-Schools,  57  Washington  St.,  Chicago,  111.,  will 
gladly  furnish  additional  information  concerning  these  phases  of  its  work, 
upon  application. 


i84       THE  ADULT  WORKER  AND  HIS  WORK 

young  people  who  would  otherwise  be  uncared  for,  and 
planting  the  Church  of  Christ  in  new  fields.  What  more 
noble  service  could  a  strong  and  prosperous  Adult  Bible 
Class  perform  than  to  assume  in  whole  or  in  part  the  sup- 
port of  a  Sunday-school  missionary?! 

Form  a  federation  of  Adult  Bible  Classes  in  a  town 
or  city.  In  this  way  the  power  of  a  single  organization 
will  be  multiplied,  and  the  united  strength  of  all  may  be 
utilized  in  behalf  of  religion  and  righteousness.  Such  a 
federation  may  engage  in  a  temperance  campaign,  or  father 
a  union  evangelistic  movement,  or  make  a  combined  effort 
to  enlist  the  adult  people  of  the  community  in  the  organized 
classes  of  the  various  Sunday-schools. 

VI.    The  Importance  of  Leadership  in  Religious 
Work 

The  success  of  the  class  as  a  positive  religious  force  will 
depend  very  largely  upon  the  teacher  and  the  chief  officers. 
The  teacher  must  be  more  than  an  instructor.  His  work,  as 
The  Measure  stated  above,  is  not  done  when  he  has  taught 
of  Results  is  well,  nor  even  when  in  addition  he  has  pointed 
with  the  out  the  necessity  of  an  active  religious  life.     He 

Leaders  -g   called  to   be  a   leader   as   well   as   a  teacher. 

This  responsibilty  is  shared  by  the  president  of  the  class, 
whose  functions  are  not  exhausted  in  presiding  over  the 
formal  meetings  of  the  class  and  in  discharging  some  per- 
functory executive  duties.  The  class  is  a  company  in  a  great 
army,  and  these  two  officers  are  to  lead  their  force  into 
the  fray,  so  inspiring  and  so  directing  that  their  efforts  will 
be  effectual. 

The  average  class  is  willing  to  be  led,  but  lacks  initiative 
and  seeks  active  direction.  There  is  a  vast  supply  of  un- 
utilized religious   enthusiasm,   sentiment,   and   energy  in   our 


1  Write  the  Board  of  Sunday-Schools,  57  Washington  St.,  Chicago,  111.,  for 
particulars  concerning  the  work  and  the  support  of  Sunday-school  missionaries. 

2 


RELIGIOUS  WORK  OF  ADULT  BIBLE  CLASS    185 

Adult  Classes.  Here  the  officers  of  the  class  are  put  to  a 
vital  test.  Do  they  have  the  ability  to  call  out  this  interest 
and  energy  and  to  direct  in  religious  channels?  Many  classes 
are  even  going  so  far  as  to  say  to  their  leaders :  Now  we 
are  organized.  What  can  we  do?  It  is  for  the  resource- 
fulness of  the  officers  to  show  itself  equal  to  the  opportunity 
and  the  demand  and  to  direct  the  class  in  ways  of  prac- 
tical Christian  service.  Nowhere  can  a  ready-made  program 
for  any  particular  class  be  found.  We  have  shown  in  this 
chapter  what  has  been  done  by  some  classes.  All,  however, 
has  been  presented  by  way  of  suggestion,  not  as  a  formal 
program.  It  remains  for  the  officers  of  the  class,  having 
measured  their  resources  and  realized  their  opportunities, 
to  make  their  own  plans  and  carry  them  into  effect. 

Lesson  Outline: 

I.   Doers  as  Well  as  Hearers. 
II.   Religious  Work  Within  the  Class. 
III.   Religious  Work  for  the  School. 
IV.    Religious  Work  for  the  Church. 

V.    Additional  Forms  of  Religious  Activity. 
VI.   The  Importance  of  Leadership  in  Religious  Work. 

Bibliography: 

Reisner,  "Workable  Plans  for  Wide-Awake  Churches," 
Chapters  II,  IV. 

Topics  for  Special  Study: 

1.  The   place    of   religious    activity    in    the   growth    of 

character. 

2.  What  is  the  significance  of  the  statement:   No  im- 

pression without  expression? 

3.  What  are  the  tests  of  successful  teaching? 

4.  The  value  of  friendship  in  religious  work. 

5.  State  some  possible  forms  of  religious  work  within 

the  class. 


i86       THE  ADULT  WORKER  AND  HIS  WORK 

6.  How  may  the  class  aid  the  Sunday-school? 

7.  What    religious    work    may    the    class    do    for    the 

Church  ? 

8.  Name  other  forms  of  religious  activity. 

9.  To  what  extent  does  the  religious   activity   of  the 

class  depend  upon  the  leaders? 


CHAPTER  XV 

WINNING  MEN  TO  PERSONAL  ALLE- 
GIANCE TO  CHRIST 


"Reaching  one  person  at  a  time  is  the  best  way  of  reach- 
ing all  the  world  in  time." — H.  C.   Trumbull. 

"I  cared  not  v/here  I  went  or  how  I  lived  or  what  hard- 
ships I  went  through,  so  that  I  could  but  gain  souls  to 
Christ." — David  Brainerd. 

"The  longer  I  live,  the  more  confidence  I  have  in  those 
sermons  preached  where  one  man  is  the  minister  and  one 
man  is  the  congregation ;  where  there 's  no  question  as  to 
who  is  meant  when  the  preacher  says,  'Thou  art  the  man.'  " 
—H.  W.  Beecher. 

"Early  in  my  Christian  life  I  made  the  resolution  that 
whenever  I  was  in  such  intimacy  with  a  soul  as  to  be  justi- 
fied in  choosing  my  subject  of  conversation,  the  theme  of 
themes  should  have  prominence  between  us,  so  that  I  might 
learn  his  need  and,  if  possible,  meet  it." — H.  C.  Trumbull. 


CHAPTER  XV 

WINNING  MEN  TO  PERSONAL  ALLEGIANCE 
TO  CHRIST 

I.     The  Importance  and  Need  of  Personal  Work 

In  the  thirteenth  century  it  was  reported  against  the 
Waldenses  by  the  papal  inquisitor  that  "He  who  has  been 
a  disciple  for  seven  days  looks  out  some  one  whom  he  may 
Personal  teach   in  his   turn,   so   that   there   is   a   continual 

Work  not  increase."  In  every  century  it  has  been  remarked 
^®^  that  one  of  the  first  evidences  of  the  Christian 

spirit  is  the  seeking  out  of  some  other  soul,  that  to  him 
the  blessing  of  the  gospel  may  be  brought.  It  was  so  in 
the  first  century.  How  strikingly  this  is  shown  in  the  nar- 
rative of  the  first  chapter  of  John's  Gospel.  Andrew  "first 
findeth  his  own  brother  Simon  .  .  .  And  he  brought  him 
to  Jesus."  Next  Philip  becomes  a  disciple  by  the  personal 
invitation  of  the  Master.  Immediately  he  turns  aside  from 
the  joy  of  the  new  fellowship  long  enough  to  find  Nathanael 
and   press    upon    him    the    invitation   to    discipleship. 

This  old  method  of  winning  men,  the  very  first  method, 
in  fact,  ever  made  use  of  by  the  Christian  propaganda, 
singularly  owned  and  blessed  of  God  whenever  it  has  been 
wisely  used,  has  in  recent  3^ears  been  rebaptized  with  the 
new  name,  personal  work.  What  this  term  signifies  is  well 
expressed  by  S.  M.  Sayford:  "The  work  itself  consists  in 
directing  the  attention  of  men  to  Him,  and,  with  discretion, 
urging  them  to  accept  the  invitations  of  the  gospel  and 
order  their  lives  by  its  teaching."  The  peculiarity  which 
distinguishes  this  from  other  forms  of  winning  men  is  that 
in  this  method  interest  and  eflfort  is  centered  for  the  time 
being  upon  one  man  in  the  endeavor  to  win  him  to  Christ 
and  His   service  rather  than  being  directed  to   an  audience 

189  2 


190        THE  ADULT  WORKER  AND  HIS  WORK 

of  many.  Both  preaching  and  teaching  are  the  ministry  of 
one  to  the  many;  personal  work  is  the  ministry  of  one 
to  one.  It  brings  two  persons,  one  a  Christian,  the  other 
not,  into  close  personal  relationship,  a  hand  to  hand,  heart 
to  heart  contact,  the  one  striving  to  win  the  other  to  allegiance 
to  his  Master. 

It  surely  needs  no  argument  to  show  that  this  is  an 
obligation  which  every  Christian  owes  to  the  man  on  the 
outside.     Not  every   Christian   is   called  to   preach.     Nor  is 

every  layman  called  to  teach.  But  every  dis- 
The  Obhga-  ciple  is  called  to  use  his  power  and  influence 
Christian         ^^    behalf    of    winning    others    to    Jesus    Christ. 

The  Master  Himself  makes  it  the  duty  of  every 
follower  of  His,  and  when  once  this  has  been  made 
plain  no  truly  loyal  disciple  can  refuse  to  enter  upon  the 
service. 

How  neglected  this  service  is !  How  commonly  men  fail 
here!  How  skillful  many  Christians  are  in  avoiding  the  sub- 
ject of  personal  religion  in  business   relationships,  in   social 

intercourse,  and  even  in  their  homes !  An  official 
Servlce^*^  ^      member  of  the  Church  once  came  to  this  writer 

as   a  pastor  and  said:     "I  wish  you  would  go 

and  call  on  a  family  on  Street.     The  man  works 

under  me  at  the  shops.  His  wife  is  a  Methodist.  He  has 
a  little  girl  that  is  not  in  Sunday-school;  he  himself  is  a 
backslider."  "He  has  just  come,  has  he?"  "O,  no,"  some- 
what reluctantly;  "he  has  been  working  under  me  for  six 
years,  but  I  always  just  supposed  he  was  a  Catholic."  Six 
years  of  daily,  close  intercourse  and  never  a  word  spoken 
for  Jesus  Christ ! 

It  may  be  set  down  as  absolutely  necessary  that  if  your 
Bible  class  is  a  success  in  winning  men  and  women  to  the 
service  of  Christ,  it  will  be  because  some  one  in  the  class 
does  earnest  personal  work.  It  must  not  be  left  entirely 
to  the  teacher.  The  teacher  should  set  the  example.  Un- 
less the  teacher  does  it,  the  class  will  not  be  likely  to  en- 

2 


PERSONAL  ALLEGIANCE  TO  CHRIST  191 

gage  actively  in  it.  Let  the  teacher  follow  up  his  teaching 
with  private  conversation  and  earnest  personal  entreaty.  Let 
members  of  the  class  likewise  take  up  the  work.  Thus  the 
class  may  be  made  an  efficient  soul-saving  agency. 

II.    Points  for  Consideration 

1.  Difficulty.  'The  members  of  the  class,  when  urged 
to  undertake  this  service,  are  likely  to  make  much  of  the 
difficulty  of  it.     It  is  very  common  for  Christians  to  say  that 

they  can  not  do  personal  work.  As  a  matter 
Not  too  Diffi-  q£  £g^.^^  there  is  no  special  difficulty  connected 
Other  Thfnes  ^^^^  ^^'     Exactly  the  same  form  of  effort  enters 

largely  into  all  the  affairs  of  life.  Especially 
in  business  men  make  use  of  it.  "The  merchant  is  obliged 
to  employ  the  commercial  traveler  to  personally  solicit  patron- 
age from  the  men  to  whom  he  carries  his  samples  as  he 
travels  from  town  to  town.  .  .  .  Note,  too,  the  vast 
amount  of  personal  solicitation  done  through  business  cor- 
respondence— cards,  circulars,  and  letters  sealed  under  letter 
postage  and  personally  addressed,  in  order  to  command  the 
personal  attention  of  those  whose  patronage  is  desired." 
Still  another  striking  illustration  may  be  noted  in  current 
political  machinery  and  methods.  A  certain  fraternal  benefit 
association  urges  personal  work  in  this  wise:  "To  bring 
in  one  other  member  each  year  involves  no  herculean  labor. 
It  involves  no  expense,  no  neglect  of  one's  business,  nor 
even  a  sacrifice  of  one's  leisure  moments.  It  merely  re- 
quires the  exercise  on  some  friend  of  the  persuasive  force 
that  nearly  every  man  has  if  he  will  trouble  himself  to  use  it." 
Surely  that  which  is  so  universally  used  in  the  common 
affairs  of  every-day  life  can  not  be  said  to  be  too  difficult 
to  be  employed  in  the  supreme  matter  of  religion  and  the 
soul's  welfare. 

2.  Disinclination.  As  a  matter  of  fact,  the  difficulty 
of  the  work  is  often  urged  when  the  real  obstacle  is  un- 
willingness to  do  one's  full  religious  duty.     Let  this  be  made 


192        THE  ADULT  WORKER  AND  HIS  WORK 

plain.  Let  us  not  mince  our  words  here.  If  we  are  unwilling 
or  too  spiritually  weak  and  helpless  to  talk  upon  subjects 
of  supreme  moment  in  order  to  bring  our  fellow  class  members 

face  to  face  with  questions  of  life,  of  death,  and 
Its  Neglect  a  q£  eternal  destiny,  let  us  frankly  confess  it  as  a 
Defect  moral  and  spiritual  defect,  needing  as  any  other 

weakness  to  be  overcome  in  order  that  we  may 
be  strong,  true  Christians.  With  some,  naturally  timid  or 
reserved,  it  will  require  an  earnest  purpose  and  persistent 
effort.    It  is  worth  it. 

3.  Excuses.  Suffer  no  excuse.  An  excuse  is  never 
justified  in  a  good  cause.  Some  will  say  they  fear  to  do 
more  harm  than  good.     Discretion  and  good  judgment,  of 

course,  must  be  used.  Be  sure,  however,  that 
Obstacles        those  who  have  a  disposition  to   fear  that  they 

will  make  a  mistake  are  the  very  ones  who,  if 
they  do  undertake  the  service,  will  exercise  such  care  and 
common  sense  as  to  make  no  serious  blunder.  Then,  like 
anything  else,  this  is  a  work  which  must  be  learned  largely 
by  experience.  It  would  be  a  great  mistake  for  any  one 
to  wait  until  he  felt  confident  of  his  ability  to  do  the  work 
in  just  the  right  way.  Others,  again,  will  excuse  them- 
selves on  the  ground  of  esteeming  a  sinner's  personality  too 
sacred  for  them  to  interfere.  This  is  an  excuse  of  fair  ap- 
pearance, but  it  may  be  a  very  specious  one.  Certainly  a 
sinner's  spiritual  interests  are  too  sacred  for  a  Christian  not 
to  interfere  if  he  is  in  danger  of  losing  his  soul ! 

4.  Methods. 

(a)    The  method  of  friendship.     No  other  form  of  per- 
sonal   work    will   take   the   place   of,    nothing    else   will   ac- 
complish so  much  as  the  influence  growing  out 
The  Word  of    ^f  friendship.     The  first  obligation  of  the  Chris- 

a  Friend  will      .         .  ,         ,  .  ,  ,  t  t  r 

Carry  the  Day  ^^^^  ^^  ^°   '^^  ^^'^^  ^°^^  °^  ^^^  "^^  OUght  tO  be.      If 
he  is  this,  personal  association  with  him  will  be 
a  constant  means  of  Christian  grace.     Almost  the  next  obli- 
gation of  the   Christian,   certainly  one  of  his  highest  privi- 


PERSONAL  ALLEGIANCE  TO  CHRIST  193 

leges,  is  that  of  cultivating  the  acquaintance  and  friendship 
of  some  who  are  not  Christians.  If  when  he  has  won  the 
confidence  and  friendship  of  one  not  a  Christian,  he  speaks 
from  time  to  time  with  him  on  the  deeper  themes,  and, 
watching  for  his  opportunity,  at  just  the  right  moment  urges 
gently  but  firmly  and  persistently  a  surrender  to  the  will 
of  God,  his  is  sure  to  be  the  supreme  victory  of  the  winner 
of  souls. 

(b)  The  secret  service  of  prayer.  A  high  estimate  must 
be  placed  in  this  work  on  prayer  as  a  means  of  accomplish- 
ing definite  results.     In  several  thousand  of  the  Baraca  and 

Philathea  Bible  Classes  the  Secret  Service  has 
Things  are       1)Qqxi  introduced,   and   every   day  at   noon   from 

"Wrought  by      ^  ,       ,  ,         .  ,  , 

Prayer  ^^^  ^^  twenty  thousand  young  men  and  women 

are  asking  God  for  the  salvation  of  unconverted 
members  of  these  classes.  The  founder  of  the  movement, 
Mr.  M.  A.  Hudson,  declares  that  in  one  year  over  seven 
thousand  men  are  known  to  have  been  converted  in  these 
classes  largely  through  the  use  of  the  Secret  Service  pledge. 
The  form  of  the  pledge  is  as  follows : 

MY  SECRET  SERVICE 
(Matt.  6:  13,  14) 

1.  I  pledge  to  pray  for  the  unconverted  mem- 
bers of  our  Bible  class  every  day  at  noon,  or  as 
soon  thereafter  as  I  remember  this  pledge. 

2.  I  pledge  to  make  a  list  of  those  to  whom  I 
will  speak,  and  to  work  and  pray  for  them. 

3.  I  will  meet  the  Secret  Service  members 
once  a  month  and  pray  aloud  with  them,  and  do 

all  in  my  power  to  help  bring  members 

to    Christ   within   the   next   six   months. 

(Signed) 

(Dated) 

(c)  The  letter.  Much  good  may  be  accomplished  by  an 
occasional  friendly  letter  urging  the  claims  of  the  Christian 

13  2 


194       THE  ADULT  WORKER  AND  HIS  WORK 

life.  This  method  has  distinct  advantages.  Often  it  takes 
the  man  when  he  is  ofif  his  guard.  He  has  no  opportunity 
for   excuse  or  defense.     The  appeal   may  be   made   without 

interruption.  A  letter  should  in  no  case  be 
A  Letter  written  to  one  to  whom  you  would  not  be  will- 

asoul  '^^^  *°  speak  on  the  subject.     It  should  not  be 

taken  advantage  of  as  a  substitute  for  personal 
conversation.  Careful  attention  should  be  given  to  its  con- 
tents; it  should  be  reasonably  brief,  gentle,  and  loving — an 
entreaty  rather  than  an  exhortation.  A  study  might  well 
be  made  of  Paul's  letter  to  Philemon  as  a  model.  "How 
it  breathes  affection  and  sympathy  and  tender  entreaty !  .  .  . 
Study  this  letter  and  have  your  heart  saturated  with  its 
spirit.  You  will  then  know  how  to  write  'words  that  touch' 
to  your  unsaved  friends." 

(d)    A    Personal    Workers'    Group.     In    many    of    our 
classes  let  a  Personal  Workers'  Group  be  organized  to  take 

up  the  study  of  the  subject  and  to  devise  and 
Class  Oreani-  ^  ^^^    practical    plans    of    work.      This    is 

zationforPer-  ,  .  ,        ,  .      ,  ,  , 

sonaiwork     ^^^  ^"  ^^^^  thmg  to  do,  but  it  has  been  done 
successfully   and   it   ought  to   be   done   in  more 
of  our  classes.! 

5.    Secrets  of  success. 

(a)  Tact  is  of  infinite  worth.    Tact  in  method  of  approach 

may  save  the  day,  while  lack  of  it  may  lose  the  case  at  the 

very  beginning.     Tact  considers  the  temperament 

Common  ^^    ^^^    individual.      To    some    one    may    speak 

Sense  m  .  ,       ,  .         ,  ,  , 

Action  ^^t"  ^"^  Utmost   freedom,   to   others   only   most 

gently  and  guardedly;  some  require  rebuke  in 
the  name  of  the  Lord;  many  more  a  word  of  loving  and 
sympathetic  entreaty. 

(h)  Earnestness  counts.     Says   Spurgeon :     "If  a  man  is 
to  be  a  soul-winner,  there  must  be  in  him  intensity  of  emo- 


IThe  International  Committee  of  the  Young  Men's  Christian  Association 
publishes  numerous  pamphlets  on  Personal  Work.  Among  other  titles  are 
these:  Personal  Work:  How  Organized  and  Accomplished,  Mott-Ober;  Christ 
as  a  Personal  Worker,  Messer. 

2 


PERSONAL  ALLEGIANCE  TO  CHRIST  195 

tion  as  well  as  sincerity  of  heart.  You  may  repeat  the  most 
affectionate  exhortations  in  such  a  half-hearted  manner  that 

no  one  will  be  moved  either  by  love  or  fear.  I 
Enthutkism°'  believe  that   for   soul-winning   there   is   more   in 

this  matter  of  earnestness  than  in  almost  any- 
thing else." 

(c)  Know  your  man  thoroughly.    It  is  important  not  only 
to  have  a  business  or  social  acquaintance  with  him,  but  to 
know  his  surroundings  and  something  of  his  history.     Other- 
wise you  draw  your  bow  at  a  venture  and  most 

Acquaint         likely  accomplish  nothing.     Know  his  inner  li."-; 

X°T^\^^'*^  discover  his  ideals  and  his  ambitions;  penetrate 
the  Real  Man  , 

to  his  secret  longmgs.     The  man  you  see  on  the 

street,  in  the  place  of  business,  or  even  in  the  class   room 

may  not  be  the  real  man  at  all.     You  must  know  the  man 

as  he  is  before  you  are  in  a  position  to  help  him. 

(d)  Look  well  to  your  motives.  Have  you  a  real  personal 
interest  in  this  person  whom  you  assume  to  help?  Or,  are 
you  doing  the  work  because  some  one  urges  you  to  do  it? 

Or,  is  it  a  matter  of  a  passing  emotion  with  you  ? 
Question  j)Qgg  y^yj.  activity  arise  out  of  a  deep,  abiding 

Your  Own        consecration   of  your   life  to    God,   or   are   you 

Soul  "^  1         •  -I 

moved  to  this  by  some  temporary  enthusiasm.-' 
The  sort  of  personal  work  that  arises  from  a  temporary 
religious  ecstasy  which  impels  people  to  go  and  speak  to 
others  almost  indiscriminately,  asking  them  baldly  if  they  are 
saved,  or  exhorting  them  on  a  street  corner  to  "come  to 
Christ,"  has  aroused  much  prejudice  against  the  form  of 
Christian  service  of  which  we  speak  and  often,  undoubtedly, 
does  more  harm  than  good. 

(e)  Have  patience  and  persistence.     "More  men  are' won 

by  siege  than  by  attack."  This  is  not  a  battle 
Not  the  which  we  may  expect  to  win  in  a  moment  or 

^^y°*  in  a   day.     Eternal   issues   are   involved.      Have 

patience.  Never  lose  faith.  Never  give  up.  It 
may  be  well  to  allow  your  friend  to  think  that  you  have 
given  up,  but  all  the  while  be  waiting  for  the  opportune  time 

2 


196        THE  ADULT  WORKER  AND  HIS  WORK 

to  renew  your  appeal.  The  time  will  come  when,  probably 
with  a  surprising  suddenness,  the  surrender  will  be  made. 
(f)  Your  dependence  is  in  God.  S.  M.  Sayford  relates 
how  he  was  won  to  a  Christian  life  through  the  persistent 
effort  and  prayers  of  Mr.  E,  R.  Graves,  a  commercial  traveler. 
The  young  merchant  met  the  proposal  of  the 
The  Battle  knight  of  the  grip  to  put  his  name  on  a  private 
but  God's^'^^'  P^'^y^^  l^st  with  the  statement  that  he  had  de- 
termined not  to  be  a  Christian,  and  that  any  mis- 
sionary who  expected  to  pray  him  into  the  kingdom  was 
taking  too  big  a  contract.  The  salesman  simply  replied,  "I 
confidently  expect  my  prayer  to  be  answered,"  and  it  was. 
As  illustrative  of  how  one  man's  dependence  upon  God  brings 
about  great  results,  Mr.  Sayford  goes  on  to  say  that  after 
he  had  been  won  through  the  prayers  of  Mr.  Graves,  he  in 
turn  led  C.  K.  Ober  into  active  Christian  work,  who  in  turn 
influenced  John  R.  Mott  to  enter  into  work  for  young  men, 
and  John  R.  Mott  became  the  founder  under  God  of  the 
World's  Christian  Student  Federation,  a  world-wide  organi- 
zation of  Christian  college  students. 

III.    The  Effectiveness  of  Personal  Work 

In  evidence  of  the  effectiveness  of  personal  work,  we  offer 
the  testimony  of  two  men,  both  of  them  widely  known  because 
of  eminent  service  to  the  cause  of  Christ.  One  is  Henry  Clay 
Trumbull,  who  says:  "In  this  (superintending 
The  Most  ^  Sunday-school)  I  found  that  I  could  do  most 
of  Service  ^"^  ^^^^  ^^^  ^^  charge  by  appealing  to  the  in- 
dividual when  he  and  I  were  alone  together, 
rather  than  by  my  most  effective  appeals  from  the  desk  or 
by  my  most  attractive  endeavors  to  impress  the  school  as 
a  whole.  .  .  .  For  three  years  I  was  privileged  to  be  in 
active  army  service  (as  chaplain).  There,  again,  the  Chris- 
tian work  that  told  was  not  that  of  address  to  a  collection 
of  persons,  but  the  man-to-man  appeal  of  the  chaplain  to  the 
single  officer  or  soldier,  when  no  one  else  was  within  sight 


PERSONAL  ALLEGIANCE  TO  CHRIST  197 

or  hearing.  .  .  .  Later  (in  Sunday-school  work)  I  ad- 
dressed gatherings  of  persons  in  numbers  from  ten  to  fifteen 
to  five  or  six  thousand  each.  .  .  .  Later,  I  have  been  for 
more  than  twenty-five  years  an  editor  of  a  religious  periodical 
that  has  had  a  circulation  of  more  than  a  hundred  thousand 
a  week  during  much  of  the  time.  Meanwhile,  I  have  pub- 
lished more  than  thirty  different  volumes.  Yet  looking  back 
upon  my  work  in  all  these  years,  I  can  see  more  direct  re- 
sults of  good  through  my  individual  efforts  with  individuals 
than  I  can  know  of  through  all  my  spoken  words  to  thousands 
upon  thousands  of  persons  in  religious  assemblies  or  all  my 
written  words  on  the  pages  of  periodicals  or  of  books." 

The  second  is  the  statement  of  J.  O.  Peck,  known  in  his 
day  as  a  great  preacher  and  one  of  Methodism's  most  suc- 
cessful pastors :  "So  great  is  my  conviction  of  the  value  of 
personal  effort  as  the  result  of  a  life-work  of  winning  souls, 
that  I  can  not  emphasize  the  method  too  strongly.  If  it  were 
revealed  to  me  from  heaven  by  the  archangel  Gabriel  that 
God  had  given  me  the  certainty  of  ten  years  of  life  and  that 
as  a  condition  of  my  eternal  salvation  I  must  win  a  thousand 
souls  to  Christ  in  that  time;  and  if  it  were  further  conditioned 
by  this,  that  I  might  preach  every  day  for  the  ten  years,  but 
might  not  personally  appeal  to  the  unconverted  outside  the  pul- 
pit, or  that  I  might  not  enter  the  pulpit  during  these  ten  years 
but  might  exclusively  appeal  to  individuals,  I  would  not  hesi- 
tate one  moment  to  make  the  choice  of  personal  effort  as  the 
sole  means  to  be  used  in  securing  the  conversion  of  the  one 
thousand  souls  necessary  to  my  own  salvation." 

Lesson  Outline: 

I.   The  Importance  and  Need  of  Personal  Work. 

II.   Points  for  Consideration. 

1.  Difficulty. 

2.  Disinclination. 

3.  Excuses. 


198        THE  ADULT  WORKER  AND  HIS  WORK 

4.  Methods. 

5.  Secrets  of  success. 

HI.   The  Effectiveness  of  Personal  Work. 

Bibliography: 

Sayford,  ''Personal  Work." 

Trumbull,  "Individual  Work  for  Individuals." 

Mahood,  "The  Art  of  Soul- Winning." 

Topics  for  Special  Study: 

1.  The  personal  work  of  Jesus. 

2.  The  use  of  Scripture  in  personal  work. 

Topics  for  Class  Discussion: 

1.  What  is  personal  work? 

2.  Historic  uses  of  this  method  of  winning  men. 

3.  The  Christian's  obligation  to  engage  in  this  service. 

4.  What  is  to  be  said  of  the  difficulty  of  personal  work  ? 

5.  Explain  the  disinclination  of  Christians  to  engage 

in  it. 

6.  Consider  some  common  excuses. 

7.  The  value  of  the  method  of  friendship. 

8.  What  are  other  methods? 

9.  State  the  most  important  secret  of  success. 


CHAPTER  XVI 

PRACTICAL  FORMS  OF  SOCIAL 
SERVICE 


"Is  not  this  the  fast  that  I  have  chosen :  to  loose  the  bonds 
of  wickedness,  to  undo  the  bands  of  the  yoke?  Is  it  not  to  deal 
thy  bread  to  the  hungry,  and  that  thou  bring  the  poor  that  are 
cast  out  to  thy  house?  When  thou  seest  the  naked,  that  thou 
cover  him;  and  that  thou  hide  not  thyself  from  thine  own 
flesh?  Then  shall  thy  light  break  forth  as  the  morning,  and 
thy  healing  shall  spring  forth  speedily;  and  thy  righteousness 
shall  go  before  thee;  the  glory  of  Jehovah  shall  be  thy  rear- 
ward. Then  shalt  thou  call,  and  Jehovah  will  answer;  thou 
shalt  cry,  and  He  will  say,  Here  I  am." — Isaiah. 

"The  distinctive  marks  of  the  movement  are  the  brotherly 
spirit  which  unites  the  members,  and  the  simplicity,  reality, 
common  sense,  and  mutual  helpfulness  that  characterizes  its 
work." — Sadler. 

"We  should  never  let  our  young  people  feel  that  they  had 
finished  when  they  had  acquired  certain  information  out  of 
the  Bible.  We  should  open  their  eyes  to  see  the  thousand  op- 
portunities about  them  for  serving  other  people,  and  we  should 
impress  it  upon  them  that  Christianity  aims  to  increase  the 
value  of  one's  life  by  enlarging  its  usefulness.  And  it  is  not 
sufficient  that  we  should  simply  tell  the  members  of  our 
classes  these  things,  but  we  should  show  them  how  they  may 
increase  the  value  of  their  lives  through  service.  It  is  a 
positive  and  amazing  revelation  to  many  that  at  their  very 
doors  are  many  opportunities  for  relieving  suffering,  for  help- 
ing the  weak,  for  encouraging  the  downcast,  for  restoring  the 
fallen.  We  are  just  coming  to  realize  that  Christianity  covers 
the  whole  scope  of  life,  and  that  Christian  duty  requires  us 
to  do  what  we  may  for  the  betterment  of  the  community  in 
which  we  live,  and  for  the  removal  of  physical  and  moral 
dangers,  making  the  world  safer  and  more  wholesome  for 
those  who  live  in  it." — /.  T.  McFarland. 


CHAPTER  XVI 
PRACTICAL  FORMS  OF  SOCIAL  SERVICE 

I.     What  is  Social  Service? 

Social  service  is  simply  putting  into  practice  Jesus'  new 
commandment,  "A  new  commandment  I  give  unto  you,  that 
ye  love  one  another."  To  accept  this  as  beautiful  teaching 
Social  Serv-  ^^  "°^  enough;  the  organized  class  is  an  ex- 
ice  is  Chris-  cellent  means  by  which  to  insure  that  it  shall 
tian  Love  in  be  put  into  practice.  Through  its  distinctively 
Action  religious  work  the  class  may  forward  its  benefi- 

cent ministry  to  the  inner  life,  but  for  its  own  sake  as  well 
as  for  the  help  it  will  be  to  soul  ministry,  service  to  the 
bodies  of  men  and  activity  in  behalf  of  their  economic  and 
social  welfare  should  not  be  neglected.  If  we  love  men  as 
Jesus  loved  them  we  will  minister  to  them  as  He  ministered 
to  them,  only  in  broader  ways  because  centuries  of  advancing 
civilization  have  made  possible  even  greater  ministry  than 
He  exercised.  "Greater  things  than  these  shall  ye  do." 
He  healed  the  diseases  of  a  few,  we  may  prevent  the  en- 
croachment of  disease  among  the  many  by  insuring  that 
sanitary  conditions  are  what  they  should  be  and  chat  pre- 
ventative measures  are  made  use  of;  He  raised  the  widow's 
son  from  the  dead,  we  may  provide  hospitals  with  free  bed 
wards  in  which  the  poor  and  the  unfortunate  shall  have 
such  skillful  medical  treatment  that  for  many  widows'  sons  the 
hand  of  death  shall  be  stayed ;  He  fed  the  multitude  for  a  day 
with  bread,  we  may  see  to  it  that  employment  is  open  to 
men  in  which  a  sufficient  wage  is  given  to  supply  bread  for 
all  the  days  of  all  their  years ;  He  cast  out  demons  from 
a  few,  we  can  see  to  it  that  such  evils  as  the  licensed  saloon, 
the  brothel,  the  impure  book,  and  the  lewd  play  cease  their 

201  - 


202        THE  ADULT  WORKER  AND  HIS  WORK 

baneful  activity  in  turning  thousands  of  our  fellow-beings  into 
human  demons.  This  is  work  for  Christ.  It  is  just  such 
service  as  He  Himself  delighted  in,  and  such  as  He  ex- 
pected His  Church  would  approve  and  engage  in. 

To  do  this  is  to  come  back  to  the  teaching  of  the 
prophets  and  to  the  practice  of  Jesus,  nor  is  it  aHen  to  the 
former  custom  of  the  Church.  The  founder  of  Methodism, 
John  Wesley,  was  active  in  word  and  deed  in  behalf  of 
temperance,  the  education  of  the  masses,  poor  relief,  savings ; 
he  actually  established  among  the  first  Methodists  loan  funds, 
free  medical  dispensaries,  employment  bureaus,  friendly  visit- 
ing, and  homes  for  the  aged. 

More  and  more  we  are  coming  to  realize  that  the  Chris- 
tian religion  covers  the  whole  scope  of  life  and  that  our 
Christian  duty  is  not  fulfilled  when  we  have  performed  those 
duties  commonly  described  as  religious.  The  Christian's  re- 
ligious duty  is  not  to  himself  alone,  nor  merely  to  the  spir- 
itual welfare  of  his  family  and  intimate  associates;  rather 
it  extends  to  the  community  and  to  society  at  large,  and 
is  fulfilled  only  when  he  has  done  what  he  can  in  behalf 
of  all  the  higher  interests  of  his  fellow-men.  He  of  all 
men  should  be  able  to  say,  I  am  a  man  and  nothing  that 
concerns  humanity  is   foreign  to  my  interest  and  care. 

II.    The  Church  and  Social  Service 

The  teacher  and  officers  of  the  class  should  familiarize 
themselves  with  the  position  of  the  Church  on  the  social 
problems  and  needs  of  our  day  as  voiced  in  the  statement 

adopted  by  the  General  Conference  of  1908.  Hav- 
The  Social  jj^g  ^^^^  ^j^jg^  ^j^^y  should  endeavor  to  impress 
»(lethodism      "poi^  the  class  the  importance  and  need  of  social 

service,  and  enlist  the  class  as  a  whole  and  as 
individuals  in  definite  forms  of  social  activity.  We  can  not 
do  better  than  quote  here  a  section  of  that  authoritative 
statement:  "The  Methodist  Episcopal  Church  stands:  For 
equal  rights  and  complete  justice  for  all  men  in  all  stations 


PRACTICAL  FORMS  OF  SOCIAL  SERVICE      203 

of  life.  For  the  principle  of  conciliation  and  arbitration  in 
industrial  dissensions.  For  the  protection  of  the  worker  from 
dangerous  machinery,  occupational  disease,  injuries,  and  mor- 
tality. For  the  abolition  of  child  labor.  For  such  regula- 
tion of  the  conditions  of  labor  for  women  as  shall  safeguard 
the  physical  and  moral  health  of  the  community.  For  the 
suppression  of  the  'sweating  system.'  For  the  gradual  and 
reasonable  reduction  of  the  hours  of  labor  to  the  lowest  prac- 
tical point,  with  work  for  all;  and  for  that  degree  of  leisure 
for  all  which  is  the  condition  of  the  highest  human  life. 
For  a  release  from  employment  one  day  in  seven.  For  a 
living  wage  in  every  industry.  For  the  highest  wage  that 
each  industry  can  afford,  and  for  the  most  equitable  division 
of  the  products  of  industry  that  can  ultimately  be  devised. 
For  the  recognition  of  the  Golden  Rule  and  the  mind  of 
Christ  as  the  supreme  law  of  society  and  the  sure  remedy 
for  all  social  ills.''^ 

III.    Ways  of  Working 

We  proceed  to  mention  some  practical  ways  in  which  the 
class  may  engage  in  helpful  social  service.  Let  us  say  here 
again  that  neither  in  these  nor  in  any  other  activities  of 
the  class  should  there  be  under  any  circumstances  rivalry 
or  what  may  be  construed  as  competition  between  the  class 
and  the  Church.  The  Church  may  itself  be  organized  to 
do  some  of  the  things  which  we  suggest.  If  so,  let  the  class 
fall  in  heartily  with  the  Church's  plan,  and  as  individuals 
let  the  class  members  be  earnest  and  active  in  the  work 
of  the  Church.  In  some  cases  the  Official  Board  may  be 
induced  to  plan  definitely  to  carry  out  some  of  these  sug- 
gestions ;  if  so,  all  the  better.  There  is  abundant  oppor- 
tunity for  the  class  to  enlist  its  members  in  forms  of  service 


IThe  statement  in  full,  together  with  various  pamphlets  upon  the  same 
subject  and  information  concerning  the  purposes  and  plans  of  The  Methodist 
Federation  for  Social  Service,  may  be  secured  by  addressing  William  M.  Balch, 
Secretary,  Dover,  N.  H. 

2 


204       THE  ADULT  WORKER  AND  HIS  WORK 

in  which  the  Church  is  not  active  and  which  it  may  not 
seem  practicable  for  the  Church  as  such  to  take  up. 

Protect  the  weak  and  helpless.  If  laws  against  evil 
doers  are  to  be  enforced,  and  if  helpless  children  and  even 
more  helpless  adults  are  to  be  protected  from  ill  treatment  and 
oppression  at  the  hands  of  unscrupulous  and  villainous  men, 
the  Christian  forces  of  the  local  community  must  needs  be 
alert  and  watchful.  Sometimes  it  will  be  necessary  for 
authorities  to  be  informed,  for  protests  to  be  voiced,  and 
even  for  positive  legal  measures  to  be  resorted  to.  Why 
should  the  Adult  Bible  Class  not  see  to  it  that  no  liquor 
is  sold  to  minors  or  to  drunkards,  that  young  girls  are  not 
lured  to  dance  halls  and  evil  resorts,  that  obscene  literature 
is  not  sold  to  young  people,  that,  in  fact,  all  laws  designed 
to  protect  the  weak  and  guard  the  moral  welfare  of  the  young 
are  enforced?  If  the  need  exists,  let  the  influence  and  power 
of  the  class  be  used  in  behalf  of  securing  from  councils 
and  legislatures  improved  legislation  along  these  lines. 

The  improvement  of  living  conditions.  In  many  of 
our  local  communities  there  are  districts  where  conditions 
are  such  as  to  menace  both  physical  and  moral  health.  This 
is  true  not  alone  of  large  cities.  We  have  heard  much  of 
the  dark,  damp,  crowded,  unsanitary  tenements  of  the  cities. 
Many  a  small  city  has  its  poor  district  along  the  river  bottom, 
or  in  an  interior  swamp,  or  perhaps  in  too  close  proximity 
to  manufacturing  establishments  which  pour  out  noxious  gases 
or  otherwise  pollute  the  atmosphere.  In  other  cases  the  dis^ 
posal  of  sewage  or  of  waste  products  of  commercial  estab- 
lishments is  such  as  to  pollute  the  water  supply.  The  entire 
community  continues  to  give  silent  sanction  to  conditions 
which  undermine  health,  destroy  life,  and  breed  crime.  What 
need  here  for  arousing  community  conscience !  These  gen- 
eral suggestions  may  point  out  to  some  of  our  classes  oppor- 
tunities for  social  service  of  highest  value. 

Care  for  the  poor.  If  the  local  church  is  not  well  or- 
ganized for  systematic  charity  work,  much  may  be  done  in 


PRACTICAL  FORMS  OF  SOCIAL  SERVICE      205 

this  direction  by  the  Adult  Class.  Not  infrequently  some 
member  of  the  Church,  as  a  result  of  old  age,  illness,  or 
misfortune,  is  in  need  of  pecuniary  aid;  everywhere  there 
are  neglected  children  to  be  cared  for.  Supplies  of  good 
second-hand  clothing  can  always  be  put  to  good  use.  We 
often  hear  it  said  that  there  is  no  actual  distress  in  "our 
Church"  or  "our  community,"  when,  if  the  situation  were 
actually  known,  not  a  little  real  destitution  and  want  awaits 
relief. 

Secure  employment.  At  certain  seasons  of  the  year, 
and  during  periods  of  industrial  depression,  and  in  large 
cities  all  the  while,  there  are  men  and  women  out  of  work. 
Many  others  are  not  engaged  in  suitable  or  in  remunerative 
employment.  By  means  of  a  committee,  or  otherwise,  the 
class  can  do  much  both  by  way  of  securing  employment 
for  the  unemployed  and  by  way  of  securing  employment  of 
a  suitable  kind,  and  under  right  conditions  of  wage,  sani- 
tation, hours,  and  environment,  especially  for  young  men 
and   women. 

Secure  home  accommodations.  Great  numbers  of  young 
people  come  into  the  cities  each  year  to  engage  in  work  in 
offices  and  factories.  Many  of  them,  wholly  unacquainted, 
engage  room  and  board  where  conditions  are  entirely  unfit 
for  a  healthy  moral  and  religious  life.  At  their  homes  they 
were  unsullied,  perhaps  even  actively  religious.  Under  the 
new  conditions  they  at  first  drift,  then  lose  religious  interest, 
cast  away  restraint,  yield  to  temptations,  form  pronounced 
evil  habits.  Some  of  our  classes  are  so  situated  that  they 
could  do  much  by  way  of  finding  homes  with  Christian 
families  for  young  people  from  the  country;  at  least  locating 
them  where  the  moral  influences  are  good  and  where  Church 
attendance  is  easily  possible.  If  these  strange  young  people 
are  to  be  won  to  the  Church,  or  retained  to  the  Church 
and  the  Christian  life,  the  efforts  of  the  pastor  must  be 
supplemented  by  those  of  the  members  of  the  Adult  Bible 
Class. 

2 


2o6       THE  ADULT  WORKER  AND  HIS  WORK 

Protection  of  human  life.  Christian  sentiment  in  behalf 
of  the  protection  of  workers  in  dangerous  occupations  must 
needs  be  still  further  aroused.  The  sacrifice  of  life  through 
unnecessary  occupational  diseases  in  our  country  is  a  re- 
flection upon  the  nation.  The  number  of  workers  killed 
and  maimed  by  machinery  unequipped  with  safety  devices 
is  an  awful  and  wholly  unnecessary  sacrifice.  Let  our  classes 
inform  themselves  on  these  subjects  and  use  their  influence 
in  their  several  localities  for  the  betterment  of  existing  con- 
ditions. 

Aid  in  social  settlement  work.  Many  of  the  social 
settlements  in  the  large  cities  are  doing  a  noble  work.  Most 
of  our  churches  are  located  long  distances  from  the  colonies 
of  immigrants  and  laborers.  They  will  not  come  to  our 
services,  for  they  speak  foreign  tongues  and  know  only  for- 
eign customs.  We  must  go  to  them.  Our  ordinary  Church 
methods  fail  to  reach  them.  "They  do  not  understand  us 
or  our  methods;  our  creed  is  heresy  to  them;  all  attempts 
to  proselyte  are  regarded  as  devilish  enticements  to  dis- 
loyalty to  ancestral  faith."  The  settlement  offers  an  oppor- 
tunity for  broad-minded,  educated  people,  by  geniality,  patient 
teaching,  fellowship,  and  friendship  to  become  Good  Samari- 
tans in  a  large  way  to  many  people.  Too  largely  this  work 
has  been  left  to  people  not  identified  with  the  Churches.  It 
would  be  well  for  the  class  in  the  large  city  to  place  itself  in 
touch  with  some  Social  Settlement  and  plan  to  be  represented 
by  some  one  or  more  of  its  members  as   residents. 

Co-operate  with  general  philanthropic  agencies.  In 
general,  it  is  impracticable  for  the  local  Church  to  maintain 
its  own  hospital,  home  for  aged  members,  day  nursery,  med- 
ical dispensary,  or  even  gymnasium.  These  and  other  im- 
portant philanthropies  must  be  carried  on  by  agencies  which 
have  a  wider  constituency.  The  Church  and  its  subordinate 
organizations  must  as  a  rule  aid  such  philanthropies  by  co- 
operation with  outside  organizations.  Let  the  Adult  Bible 
Class,  after  consultation  with  the  Church  Board  and  the  pastor, 


PRACTICAL  FORMS  OF  SOCIAL  SERVICE      207 

assume  the  obligation  of  co-operating  with  some  one  or  two 
important  philanthropic  agencies.  Such  friendly  co-operation, 
personal  aid,  and  material  assistance  is  needed,  should  be 
given,  and  will  be  appreciated. 

Inaugurate  a  free  lecture  course.  Much  good  can  be 
accomplished  by  means  of  free  lectures  or  addresses  on  such 
subjects  as  Needed  Social  Reforms,  House  Sanitation,  Med- 
ical Information  for  Laymen,  Our  Laws  and  Their  Enforce- 
ment, Child  Labor,  Benefits  and  Dangers  of  Trade  Unionism, 
Organized  Charities,  and  any  one  of  a  large  number  of  other 
subjects  which  lie  perhaps  just  outside  the  range  of  pulpit 
treatment  and  yet  are  so  vital  to  the  larger  work  of  the 
Church  and  the  kingdom. 

Secure  parks  and  playgrounds.  Use  the  influence  of 
the  class  in  behalf  of  public  parks,  adequate  playgrounds  for 
children,  the  beautifying  of  streets  by  systematic  planting  of 
trees,  and  the  improvement  and  maintenance  of  local  places 
of  natural  beauty  or  historic  interest. 

Conduct  a  fresh-air  camp  for  the  city  children.  Thou- 
sands of  the  children  of  the  tenements  know  nothing  of  open 
fields,  clear  skies,  and  natural  forests.  A  week  in  the  country 
will  introduce  them  to  a  new  world  and  give  to  life  a  new 
meaning  and  outlook.  For  some  it  will  provide  a  new  lease 
on  life.  What  more  beautiful  or  worthy  charity  could  there 
be  than  such  as  this  to  some  of  God's  little  ones? 

Lesson  Outline: 

I.   What  is  Social  Service? 
II.   The  Church  and  Social  Service. 
III.   Ways  of  Working. 

Bibliography: 

Tippy,  "The  Socialized  Church." 
Rauschenbusch,  "Christianity  and  the  Social  Crisis." 
Peabody,  "Jesus  Christ  and  the  Social  Question." 
Henderson,  "Social  Duties." 


2o8        THE  ADULT  WORKER  AND  HIS  WORK 

Topics  for  Special  Study: 

1.  The  social  teaching  of  Jesus. 

2.  Organized  charity  in  our  community. 

Topics  for  Class  Discussion: 

1.  What  place  did  social  service  have  in  the  ministry 

of  Jesus? 

2.  Is  social  service  a  new  thing  in  Methodism? 

3.  What  are  we  to  understand  by  our  religious  duties 

to  men? 

4.  How   has   the   Church   defined   its   position   on   the 

question  of  social  service? 

5.  Possible  forms  of  social  service  in  our  community. 


CHAPTER  XVII 
GENERAL  CLASS  ACTIVITIES 


14 


"He  that  loveth  a  good  book  will  never  want  a  faithful 
friend,  a  wholesome  counselor,  a  cheerful  companion,  an 
effectual  comforter." — Barrow. 

"Many  and  many  a  time  a  good  book,  read  by  a  boy, 
has  been  the  direct  source  of  all  his  future  success ;  has 
inspired  him  to  attain  and  deserve  eminence ;  has  sent  him 
on  the  paths  of  discovery;  has  been  as  a  sheet-anchor  to 
all  that  was  noblest  in  his  character;  has  contributed  the 
predominant  element  to  the  usefulness  and  happiness  of  his 
whole  life." — Farrar. 

"To  man  propose  this  test: 
Thy  body,  at  its  best. 
How  far  can  it  project  thy  soul 
On  its  lone  way?" 

— Browning. 


CHAPTER  XVII 
GENERAL  CLASS  ACTIVITIES 

I.    Social  Life  of  the  Class 

1.  Necessity  and  value.  The  members  of  the  Adult 
Bible  Class  will  have  some  sort  of  social  life.  If  the  class 
itself    does    not    provide    for    meeting    the    need    for    social 

enjoyment,  the  members  will  find  it  under  other 
mental  Need    ^tispices,  and  it  may  be  in  forms  not  consonant 

with  the  highest  Christian  ideals.  The  class, 
therefore,  has  a  responsibility  to  its  members  in  the  matter 
of  providing  proper  social  diversions.  The  social  feature  must 
not  be  allowed  to  become  so  prominent  as  to  smother  re- 
ligion. Kept  within  bounds,  it  will  be  a  pronounced  help 
to  the  entire  work  of  the  class.  Sociability  promotes  friend- 
liness and  good  feeling.  Laughter,  mirth,  and  healthful  en- 
joyment provide  needed  relaxation  from  labor  and  business 
cares  and  are  a  general  stimulus  to  physical  health  and 
moral  stamina.  Moreover,  the  social  affairs  of  the  class  in 
which  all  mingle  on  equal  terms  will  tend  to  break  down 
artificial  and  harmful  barriers  and  promote  true  democracy 
of  feeling  and  association.  If  they  are  pervaded  by  the 
hearty  good-fellowship  and  cordiality  which  should  be  char- 
acteristic of  them,  they  will  prove  to  be  a  door  through  which 
many  people  will  enter  the  class. 

2.  General  suggestions.  Every  properly  organized 
Adult  Bible  Class  has  a  social  committee.  The  general 
direction  of  the  social  life  of  the  class  should  be  in  the 
hands  of  this  committee.  A  few  suggestions  on  important 
points  will  not  be  out  of  place.  Whatever  is  attempted  should 
be  attractive  and  worth  while.     The  make-up   of  the  class 


212        THE  ADULT  WORKER  AND  HIS  WORK 

will  determine  somewhat  the  character  of  the  socials  to  be 
held.  The  class  officers  should  be  able  to  tell  what  would 
fit  best.  The  events  should  not  be  gotten  up  on  the  spur 
of  the  moment,  but  be  planned  weeks  ahead,  well 
Have  a  Well-  announced,  and  thoroughly  advertised.  Make 
cial Program  ^"^^  ^^^^  every  member  of  the  class  is  informed; 
give  special  invitations  to  any  who  are  sick  or 
have  been  absent  from  the  class  sessions.  When  the  time 
comes,  carry  out  the  program  decided  on  with  promptness, 
enthusiasm,  and  good-cheer.  Tolerate  nothing  irreverent  or 
vulgar;  remember  who  our  Leader  is.  Make  every  one  en- 
joy themselves.  Pay  especial  attention  to  strangers,  the  elderly 
people,  and  those  who  seem  backward  or  ill-at-ease.  Ex- 
pect that  the  occasion  will  demand  time,  energy,  and  effort, 
and  give  of  yourself  freely  to  the  success   of  the  evening. 

Use  the  members  of  the  class  in  these  social  events.  It 
is  well  to  ask  every  member  to.  make  some  contribution  to 
the  class  social  program  in  the  course  of  the  year — a  read- 
ing, a  vocal  or  instrumental  selection,  or  some  original  form 
of  entertainment. 

3.  Suggestive  plans.  Most  of  the  following  plans  are 
such  as  have  been  actually  used  by  Adult 
Actual  Use  Classes  and  are,  therefore,  known  to  be  of 
practical  value: 

Social  Affairs  for  a  Year.  The  following  suggestive  pro- 
gram for  twelve  monthly  socials  to  be  given  by  the  various 
Adult  Bible  Classes  of  the  Sunday-school  was  contributed 
by  Mr.  George  F.  Zaneis  to  The  Adult  Bible  Class  Monthly 
for  February,  1908:  September — Vacation  Experience  Social 
(Men's  Class).  October — Annual  Class  Dinner  (Men's 
Class).  November — Harvest  Party  (Mixed  Class).  Decem- 
ber— Christmas  Program  (Men's  and  Women's  Classes  com- 
bined). January — First  Class  Reception  (Classes  Separately). 
February — A  National  Program  Party  (Ladies'  Class). 
March — Shamrock  Party  (Mixed  Class).  April — Stunt  Social 
(All  the   Adult   Classes).     May — Flower    Social    (Woman's 


GENERAL  CLASS  ACTIVITIES  213 

Class).    June — Garden  Party  (Young  Ladies'  Class).    July — 
Picnic    or    Outing    or    Woods    Party    (All    Adult    Classes). 

Class  Dinner.  At  least  once  a  year  the  class  should  ar- 
range for  a  Class  Dinner,  at  which  the  entire  class  will  come 
together  in  a  pleasant,  social  way.  It  is  not  necessary  that 
this  should  be  formal  or  elaborate.  It  is  essential  that  it 
be  planned  on  such  a  basis  that  every  member  of  the  class 
may  be  present  without  personal  sacrifice  and  that  it  be 
made  the  occasion  of  heartiest  good-fellowship.  Two  or 
three  toasts  by  happy  after-dinner  speakers  will  add  much 
to  the  enjoyment  of  the  occasion. 

In  Honor  of  the  Pastor.  Invite  the  pastor  to  be  the 
guest  of  the  class  at  a  social  meeting.  Provide  some  means 
of  entertainment,  and  as  the  principal  feature  of  the  pro- 
gram ask  the  pastor  to  speak  en  "How  the  Adult  Bible 
Class  Can  Plelp  the  Pastor,"  and  the  teacher  or  president 
to  respond  in  behalf  of  the  class. 

Entertain  the  Elderly  People.  Provide  a  pleasant  enter- 
tainment for  the  old  folks.  The  aged  saints  are  too  often 
overlooked.  Invite  them  to  be  the  guests  of  the  class  at  an 
entertainment  at  which  a  program  will  be  given  in  their  honor. 

Excursion.  Entertainment  and  profit  may  be  combined  in 
an  excursion  by  water,  rail,  or  trolley.  Some  place  of  natural 
beauty  or  historic  interest  may  be  the  objective  point,  or 
the  trip  may  be  planned  for  the  purpose  of  attendance  upon 
some  convention  or  conference.  It  would  be  helpful  for  the 
class  to  visit  in  a  body  another  class  of  a  nearby  town ;  let 
the  receiving  class  furnish  refreshments  and  the  guests  pro- 
vide the  program.  Some  time  later  let  the  order  be  re- 
versed. Inspiration  and  enthusiasm  for  months  to  come  may 
be  gained  by  attendance  upon  some  one  of  the  great  summer 
assemblies  held  under  the  auspices  of  various  religious  or- 
ganizations. Provide  a  special  class  Excursion  Savings  Bank, 
and  begin  to  accumulate  funds  early  in  the  year  by  weekly 
dues  or  voluntary  contributions ;  when  the  time  comes,  meet 
all  expenses  of  travel  from  the  common  fund. 

2 


214        THE  ADULT  WORKER  AND  HIS  WORK 

Aden's  Supper.  Make  the  men  responsible  for  the  entire 
management  of  a  class  social — buying  or  soliciting,  cooking, 
serving,  and  all  the  rest.  Arrange  some  unique  features. 
Any  book  of  social  plans  will  furnish  numerous  suggestions. 
In  several  cases  the  progressive  supper  plan  has  been  used 
with  much  success — each  course  served  at  a  separate  table, 
the  guests  passing  in  a  body  from  one  table  to  the  next  in 
order.  Another  good  plan  is  to  serve  the  supper  as  in  a 
cafeteria;  place  tables  at  one  side  of  the  room  with  single 
portions  of  each  item  of  the  menu,  and  let  the  guests  help 
themselves.  In  the  city  it  is  well  to  have  these  occasional 
suppers  at  an  early  hour — six  or  six-thirty  o'clock — in  order 
that  the  men  may  come  directly  from  business. 

Weekly  Dozvn-town  Luncheons.  Some  of  our  city  classes 
have  found  the  fellowship  of  a  class  luncheon  once  a  week 
or  once  a  month  helpful.  It  creates  a  class  spirit  and  brings 
the  members  closer  together. 

Conversation  Social.  Arrange  the  company  in  groups  of 
three  with  one  to  advance  to  the  next  adjoining  group  every 
three  or  five  minutes,  the  members  thus  to  advance  by  turn, 
or  by  choice  of  the  best  conversationalist,  as  may  be  de- 
cided. Assign  varied  topics  of  conversation  to  each  group, 
such  as  the  cost  of  living,  health  and  happiness,  vacation 
experiences,  how  to  build  up  the  class,  our  mission  to  our 
island  dependencies,  city  government,  wealth  and  culture. 
When  tongues  are  tired,  change  to  a  musical  program  or  to 
some  simple  game. 

Titles  of  Socials.  We  give  a  list  of  socials  by  titles  which 
may  prove  suggestive.  Almost  any  plan  must  be  adapted  to 
local  conditions;  from  these  titles  each  class  may  be  able 
to  work  out  a  plan  of  its  own:  Hard  Times,  Old  Folks, 
Election  Returns,  Mystery,  Bean  Banquet,  Park,  An  Even- 
ing with  the  Old  Masters,  a  Valentine  Social.^ 

1  There  are  a  number  of  books  of  plans  for  social  evenings  on'  the  market. 
A  list  of  these  with  prices  may  be  secured  free  by  addressing  the  Methodist 
Book  Concern,  New  York,  Cincinnati,  Chicago,  or  any  of  its  various  Depos- 
itories, 

2 


GENERAL  CLASS  ACTIVITIES  215 

II.    Literary  Interests 

1.  Importance.  In  most  of  our  classes  there  exists  a 
decided  need  to  awaken  a  literary  interest  and  to  cultivate  a 
taste  for  the  best  literature.     "A  good  book  is  the  precious 

life-blood  of  a  master  spirit  embalmed  and  treas- 
The  Influence  ^j-ed  up  on  purpose  to  a  life  beyond  life."  "Our 
Books  ^^^^  especially  need  courage  and  gladness.     The 

struggle  for  existence  grows  every  day  more 
keen.  Amid  the  vast  growth  of  population ;  amid  the  in- 
creasing difficulties  of  earning  an  honest  subsistence;  amid 
the  reactions  of  lassitude  caused  by  the  wear  and  tear,  the 
strain  and  stress  of  daily  life ;  amid  the  depression  and  un- 
certainty created  by  problems  yet  unsolved  we  need  every 
possible  counteraction  of  irresolution,  weariness,  and  gloom. 
The  influence  of  great  books  would  enable  us,  more  perhaps 
than  any  other  influence,  to  acquire  our  own  souls  in  con- 
fidence and  peace."  An  effort  may  well  be  made  toward 
creating  an  appetite  and  love  for  the  best  literature — the 
greatest  books  and  the  highest  class  periodicals.  Patience 
and  persistence  will  be  needed  as  development  in  this  direc- 
tion is  sure  to  be  gradual  and  most  often  slow. 

2.  Practical   plans.     In   a   large   class   a   literary  com- 
mittee  should   be   called   into   being   to   promote   literary    in- 
terests  and   to   work   in   co-operation   with   the   social   com- 
mittee in  planning  class  events  which  will  com- 

Commiuee       ^^^^  ^^^^  literary  and  social  features.     Be  sure 
that  the  one  at  the  head  of  the  committee  is  a 
person  of  good  literary  taste.     The   following  practical  sug- 
gestions may  be  found  serviceable : 

An  Evening  zvith  Noteworthy  Books.  Let  each  member 
agree  to  represent  some  noteworthy  book.  For  social  diver- 
sion have  first  a  guessing  contest  to  identify  the  titles  repre- 
sented. Award  a  gift  book  to  the  one  whose  costume  is 
the  best  representation.  Follow  this  by  having  each  read 
a  selection  from  the  book  he  has  represented,  give  a  review 

of  it,  or  narrate  the  circumstances,  manner,  time  of  Its  writ- 

2 


2i6       THE  ADULT  WORKER  AND  HIS  WORK 

ing,  with  an  account  of  how  it  was  received  at  first.  This 
program  combines,  as  will  be  seen,  both  social  and  literary 
features. 

A  Book-a-Month  Circle.  Form  a  circle  or  group  of  mem- 
bers of  the  class  who  will  agree  to  read  a  book  a  month 
during  the  year.  See  to  it  that  good  books  are  read.  Let 
the  literary  committee  receive  suggestions  from  the  members 
and  then  make  out  a  selected  list  of  books.  Each  member  of 
the  group  may  buy  one,  two,  or  three  books,  as  may  be 
necessary,  and  these  may  be  passed  around  the  circle  in  turn. 
A  little  planning  will  provide  some  effective  form  of  co- 
operation. Have  some  new  and  some  old  books ;  provide 
for  variety  in  subject  matter — fiction,  biography,  art,  poetry, 
religion,  science,  and  travel, — all  should  be  represented.  The 
time  commonly  spent  in  what  Lowell  spoke  of  as  dabbling 
about  in  "the  stagnant  goose-ponds  of  village  gossip"  will 
easily  suffice  for  the  reading  of  one  helpful,  informing,  and 
inspiring  book  each  month  of  the  year. 

An  Evening  with  a  Celebrated  Author.  The  anniversary 
of  the  birth  of  some  noted  author  forms  an  appropriate 
occasion  for  a  literary  meeting  at  which  his  life  history,  his 
character,  and  his  writings  may  be  treated  in  an  interest- 
ing and  informing  manner.  The  birthday  of  such  eminent 
authors  as  Milton,  Tennyson,  Whittier,  Longfellow,  and  any 
one  of  many  others  might  well  be  taken  account  of. 

Literary  Lecture.  An  occasional  high-class  lecture  on 
some  literary  subject  should  be  provided  for.  It  would  be 
an  excellent  thing  for  the  class  to  provide  such  as  an  annual 
event  and  invite  the  entire  Church  as  its  guests,  all  expenses 
to  be  defrayed  by  the  class  itself. 

Business  Addresses.  Talks  by  successful  business  men 
on  such  topics  as  Thrift,  Savings,  Banking,  Business  Suc- 
cess, may  be  made  of  interest  and  practical  helpfulness,  espe- 
cially to  young  men. 

Lesson  Program.  The  interest  in  the  regular  lessons  of 
the  class  may  be  increased  by  an  occasional  meeting  at  which 


GENERAL  CLASS  ACTIVITIES  217 

papers  on  special  topics  connected  with  the  lessons  may  be 
read.  The  work  for  the  quarter  may  be  pre-viewed.  The 
manners  and  customs  of  the  time  as  bearing  on  the  lessons 
present  profitable  subjects  for  consideration.  These  might 
be  illustrated.  John  Cowan,  teacher  of  an  Adult  Class  in 
Hawaii,  illustrated  the  study  of  Paul's  journeys  by  having 
various  members  of  the  class  dress  as  a  Greek  peasant,  as  a 
Greek  woman  (Lydia),  as  a  Jewish  teacher,  as  a  slave.  In 
the  study  of  this  same  subject,  papers  might  be  profitably 
presented  on  such  topics  as  Tarsus  and  its  influence  on  the 
life  of  Paul;  the  literary  style  of  Paul;  the  influence  of 
Greek  thought  upon  Paul's  teaching;  the  administration  of 
the  Roman  law  in  the  first  century. 

Stereopticon.  A  first-class  stereopticon  is  of  great  value 
to  any  Church.  The  class  might  well  purchase  one  and  place 
it  at  the  disposal  of  the  Sunday-school  and  the  Church. 
By  its  aid  happy  and  profitable  evenings  for  the  people  may 
be  provided  at  slight  expense.  Travel  lectures,  visits  to  the 
homes  of  great  men,  interesting  missionary  programs,  scien- 
tific addresses,  temperance  talks,  illustrated  books,  Christmas 
entertainment, — these  by  no  means  exhaust  the  uses  to  which 
one  may  be  put,^ 

Social  Service  Studies.  A  good-sized  class  should  be  able 
to  organize  a  group  for  the  study  of  social  questions,  the 
circle  to  hold  regular  weekly  or  monthly  meetings.  There 
are  admirable  courses  of  study  available.^ 

An  Evening  zvith  the  Presidents.  Present  a  brief  sketch 
of  the  life  and  labors  of  the  most  distinguished  of  the  Presi- 
dents ;  for  the  others  have  some  interesting  incident  in  con- 
nection with  his  boyhood,  his  nomination,  his  domestic  life, 
his  Presidential  career,  his  speech-making,  his   religious  life. 


1  The  class  which  has  a  stereopticon  should  be  lu  touch  with  the  Christian 
Lantern  Slide  and  Lecture  Bureau,  153  La  Salle  St.,  Chicago.  They  rent 
slides  at  a  low  rate  for  missionary  and  other  religious  entertainments. 

2  We  suggest  the  use  of  the  studies  entitled  '  The  Gospel  of  the  Kingdom," 

published  by  the  American  Institute  of  Social  Service,  80  Bible  House,   New 

York. 

2 


2i8        THE  ADULT  WORKER  AND  HIS  WORK 

Here  is  a  rich  field  for  an  entertaining  and  informing  lit- 
erary program. 

An  Evening  with  a  Contemporary.  Gi\'e  attention  to  a 
living  hero,  some  contemporary  great  man  who  is  doing 
things  worth  while.  Every  generation  has  its  men  who  are 
making  history;  they  will  be  honored  and  revered  by  the 
people  of  to-morrow ;  acquaintance  with  their  ideals,  their 
struggles,  and  deeds  may  offer  much  of  inspiration  to  the 
people  of  to-day. 

Nature  Study.  Know  the  trees  of  your  own  locality.  Make 
friends  with  the  birds  which  have  their  homes  in  them.  Here 
are  two  fascinating  subjects  much  neglected.  Life  has  an 
increased  content  and  interest  to  him  to  whom  every  tree 
is  an  acquaintance  and  every  bird  that  sings  from  its  branches 
a  friend.  Arrange  for  illustrated  lectures  on  these  sub- 
jects by  professors  from  some  nearby  college.  Nature  study 
and  allied  subjects  present  a  rich  field — there  are  a  thousand 
things  worth  looking  into.  What  are  the  natural  resources 
of  your  section?  Are  they  being  conserved  for  the  public 
benefit,  or  are  they  passing  into  the  hands  of  individuals 
to  be  exploited  for  private  gain?  Are  the  natural  beauties 
of  the  landscape  being  preserved  or  destroyed?  Is  any  at- 
tention being  given  to  landscape  decoration  in  the  community? 
Are  trees  being  planted  along  the  streets  of  your  town  or 
city?  Are  the  citizens  being  influenced  to  decorate  lawns  and 
private  grounds  with  trees,  shrubbery,  and  flowers?  Any 
of  these  suggestions  offers  a  worthy  line  of  activity  to  an 
Adult  Class. 

III.    Athletics 

I.  Their  place.  Athletic  sports  may  be  made  use  of  as 
a  valuable  means  of  reaching  and  holding  young  men  and 
women  in  the  organized  class.  Under  many  circumstances 
athletic  games  and  contests  are  urgently  demanded  in  order 
that  the  young  people  may  have  the  outdoor  life  and  the 
exercise   which    is    necessary   to    physical    health    and    vigor. 


GENERAL  CLASS  ACTIVITIES  219 

What  is  to  be  done  will  depend,  of  course,  upon  the  make  up 
of  the  class.  A  class  of  elderly  men  or  women  would  prob- 
ably not  be  benefited  by  the  organization  of  a  basket-ball 
team,  nor  would  we  advise  a  young  woman's  class  to  establish 
a  baseball  team.  With  a  class  of  young  men,  or  a  young- 
people's  mixed  class,  athletics  may  be  found  to  be  not  only 
useful  to  the  members  themselves,  but  also  a  valuable  means 
of  building  up  the  class. 

2.  General  suggestions.  The  Adult  Classes  of  a  town, 
city,  or  county  have  in  some  cases  formed  an  Athletic  Union 
to  encourage  clean,  helpful  athletic  sports,  and  to  arrange 
and  carry  out  athletic  contests.  Best  known  of  these  is  the 
Cook  County  Bible  Class  Athletic  Association,  which  has 
under  its  direction  baseball  leagues,  indoor  ball  leagues, 
men's  basket-ball  leagues,  bowling  leagues,  and  a  women's 
league. 

Much  interest  attends  a  contest  at  baseball  between  two 
sections  of  the  class,  or  between  the  class  and  the  officers 
of  the  Sunday-school,  or  between  the  nines  of  two  different 
classes.  Tennis  is  a  most  healthful  and  pleasant  sport  popular 
with  many  classes.  In  the  winter  season  basket-ball  provides 
vigorous  exercise  and  is  a  most  interesting  game. 

Some  classes  will  find  it  a  decided  advantage  to  their 
work  to  fit  up  and  maintain  a  gymnasium.  To  do  this  for 
the  benefit  of  the  boys  of  the  neighborhood  affords  an  ex- 
cellent field  of  helpful  service  to  some  of  our  men's  classes. 

Lesson  Outline: 

I.    Social  Life  of  the  Class. 

1.  Necessity  and  value. 

2.  General  suggestions. 

3.  Suggestive  plans. 

II.    Literary  Interests. 

1.  Importance. 

2.  Practical  plans. 


220        THE  ADULT  WORKER  AND  HIS  WORK 

HI.   Athletics. 
r.    Their  place. 
2.    General  suggestions. 

Bibliography: 

Reisner,  "Social  Plans." 
Topics  for  Special  Study: 

1.  The  social  life  of  your  class  members. 

2,  Reading  Circles, 

Topics  for  Class  Discussion: 

1.  How  should  the  Church  treat  the  demand  for  social 

enjoyment? 

2.  State  some  essentials  of  a  successful  social  program. 

3.  The  influence  and  worth  of  good  reading. 

4.  How  may  literary  culture  be  advanced? 

5.  The  place  and  value  of  athletics  in  the  class. 


CHAPTER  XVIII 

HOW  TO  BUILD  UP  AND  MAINTAIN  A 
STRONG  CLASS 


"We  must  think  nobly  of  the  individual  soul,  and  no 
way  approve  the  opinion  of  those  who,  seeing  nothing  but 
the  poor  tenements  that  it  sometimes  inhabits,  do  not  recog- 
nize its  infinite  capacity  for  expansion  and  improvement.  To 
educate  well,  we  must  believe  in  the  ultimate  triumph  of 
good  education,  because  we  fight  on  the  same  side  as  the 
stars  in  their  courses." — Barnett. 

"The  only  conclusive  evidence  of  a  man's  sincerity  is  that 
he  gives  himself  for  a  principle.  Words,  money,  all  things  else 
are  comparatively  easy  to  give  away,  but  when  a  man  makes 
a  gift  of  his  daily  life  in  practice,  it  is  plain  that  the  truth, 
whatever  it  may  be,  has  taken  possession  of  him." — James 
Russell  Lowell. 


CHAPTER  XVIII 

HOW  TO  BUILD  UP  AND  MAINTAIN  A  STRONG 
CLASS 

I.    What  Constitutes  a  Strong  Class? 

Strength  is  not  merely  a  matter  of  numbers.  We  want 
and  ought  to  have  large  Adult  Classes,  but  we  should  avoid 
an  emphasis  upon  numbers  which  may  obscure  other  more 
important  things.  The  real  strength  of  any  class 
mination  of  ^^^^  ^^  ^^^  quality  and  quantity  of  the  work 
Strength  is  being  done  for  and  by  the  class ;  in  the  loyalty, 
Quality  and  faithfulness,  and  devotion  of  its  members,  and 
Quantity  of  ^^  ^-^^  coherence  and  stability  of  the  organiza- 
tion. Better  a  relatively  small  class  which  pos- 
sesses these  elements  of  real  strength  than  a  class  the 
bigness  of  which  consists  merely  in  the  number  of  names 
upon  its  membership  lists.  Of  all  ambitions  of  Adult 
Classes,  the  ambition  for  mere  bigness  is  one  of  the  most 
unworthy. 

A  worthy  ideal  as  to  what  constitutes  strength  in  Adult 
Class  work  should  be  constantly  held  before  the  members 
by  teacher  and  officers.  The  class  should  not  be  allowed  to 
feel  that  the  work  is  done  when  names  have  been  added 
to  the  membership  rolls.  The  class  itself,  as  well  as  the 
teacher,  has  a  responsibility  in  making  membership  of  the 
largest  worth  to  the  new  member.  Is  the  man  a  Christian? 
Is  he  a  member  of  the  Church?  Is  he  as  earnest  and  active 
in  religious  work  as  he  ought  to  be?  Does  he  fully  realize 
his  social  and  civic  responsibilities?  Is  he  engaged  in  a  line 
of  work  which  affords  him  opportunity  for  the  largest  influ- 
ence and  usefulness  of  which  he  is  capable?     Each  question 

2?3  - 


224       THE  ADULT  WORKER  AND  HIS  WORK 

suggests  a  possible  service  of  the  class  to  the  individual 
member. 

Further,  it  should  be  remembered  that  the  real  test  of  any 
class  does  not  come  in  the  first  month,  or  even  in  the  first 
three  months  of  its  existence.  A  temporary  interest  and 
Permanent  enthusiasm  can  be  aroused  in  almost  any  new 
Enthusiasm  project.  There  are  always  people  who  are  ready 
Begotten  of  to  join;  what  they  are  becoming  members  of  does 
'^"^^  not   so  much   matter ;   their  chief  interest  seems 

to  be  in  the  act  of  joining.  The  objects  and  aims  of  the 
Organized  Adult  Bible  Class  present  a  splendid  opportunity 
for  engendering  a  permanent  interest  and  enthusiasm;  its 
great  ends  command  the  earnest  and  abiding  support  of  Chris- 
tian men  and  women.  Let  these  ends  be  repeatedly  ex- 
plained and  emphasized  until  the  realization  of  their  im- 
portance takes  hold  of  the  minds  and  hearts  of  the  class 
members ;  thus  the  enthusiasm  growing  out  of  the  newness 
of  the  organization  will  become  an  enthusiasm  for  its  worth- 
fulness.  The  extent  to  which  this  is  accomplished  will  be  in 
many  classes  an  important  means  of  measuring  their  strength. 

II.    Methods  of  Building  Up  the  Class  Membership 

I.  Essential  prerequisites.  There  are  some  things  which 
may  be  considered  as  necessary  prerequisites  to  the  building 
up  of  a  large  class. 

(a)  A  Class  Room.  In  order  that  the  class  may  possess 
an  individuality  of  its  own,  a  class  spirit,  and  do  satisfactory 
work,  it  is  important  that  it  have  a  room  of  its  own.  It 
is  well  for  the  class  to  decorate  and  furnish  this  room  itself. 
If  a  room  in  the  church  is  not  available,  perhaps  one  can 
be  secured  in  close  proximity  to  the  church. 

(b)  A  Genuine  Interest.  Before  proceeding  with  organi- 
zation, see  to  it  that  you  have  a  nucleus  of  people  who  are 
genuinely  interested  and  enlisted  in  the  project.  Nothing  is 
gained  by  electing  officers  and  appointing  committees  merely 
for  the  sake  of  being  able  to  say  that  you  have  an  organized 


STRONG  CLASSES  225 

class.  That  will  tend  to  bring  the  whole  movement  into 
disrepute.  It  is  not  necessary  to  have  many  to  begin  with. 
Three  to  five  persons  with  clearly  defined  purpose,  possessed 
with  a  genuine  spiritual  enthusiasm,  with  energy  and  persist- 
ence, can  do  the  impossible.  We  have  in  mind  a  class  of 
two  hundred  which  recently  celebrated  its  fifth  anniversary, 
which  started  with  five  members.  It  is  better  to  begin  with 
a  few  people  who  are  imbued  with  the  right  spirit  and  who 
have  measured  the  difficulties  to  be  overcome  than  to  start 
with  a  loose  aggregation  of  many  people  whose  superficial 
enthusiasm  will  pass  with  a  change  in  the  weather. 

(c)  Democracy  of  Spirit.  Again,  if  a  large  class  is  to 
be  built  up,  its  members  must  possess  a  true  democracy  of 
spirit.  Petty  social  distinctions  must  be  lost  sight  of.  Gen- 
uine brotherliness  must  prevail.  Any  man  or  woman  without 
regard  to  occupation,  wealth  or  the  lack  of  it,  education, 
social  standing,  or  dress,  must  realize  on  coming  into  the 
class  that  they  are  welcome,  that  their  presence  is  appreciated 
and  desired.  Cultivate  sociability.  Be  sure  that  no  stranger 
leaves  the  class  without  a  hearty  invitation  to  return.  Re- 
serve at  least  three  minutes  at  the  close  of  the  hour  for 
friendly  social  greetings. 

(d)  Religious  Life.  The  religious  life  of  the  class  must 
be  real,  earnest,  and  genuine.  There  is  no  place  for  affecta- 
tion, pious  cant,  or  sham  religiousness.  It  should  be  under- 
stood by  all  that  the  class  is  a  religious  organization,  and 
that  religion  and  the  religious  life  occupy  first  place  in  all 
class  aims  and  plans.  Such  an  atmosphere  must  be  main- 
tained in  all  meetings  of  the  class,  that  conversation  on  re- 
ligious themes  and  an  expression  of  the  religious  life  will 
be  perfectly  in  place.  Nothing  else  will  take  the  place,  and 
nothing  else  will  exert  the  drawing  power  of  religious  warmth 
and  earnestness.  Our  greatest  aim,  "To  win  men  to  Christ," 
must  ever  be  kept  in  the  forefront. 

2.     Working   plans.     The  following  plans  and  methods 
have  the  sanction  of  successful  use  in  many  classes : 
IS  2 


226        THE  ADULT  WORKER  AND  HIS  WORK 

(a)  Personal  Solicitation.  This  is  the  method  of  work 
which  gives  life  and  efficiency  to  almost  every  plan  of  in- 
creasing class  membership.  The  almost  universal  testimony 
of  officers  and  teachers  is  that  this  is  the  secret  of  effective- 
ness in  every  plan.  Nothing  else  will  take  the  place  of  the 
personal  touch.  Every  member  should  be  made  to  feel  that 
his  interest  and  effort  is  indispensable  to  the  largest  success, 
and  no  excuse  for  lack  of  it  should  be  accepted.  A  good 
idea  is  to  occasionally  distribute  blank  cards  at  the  class 
session  and  ask  each  member  to  suggest  the  names  of  three 
or  four  acquaintances  who  should  be  members  of  the  class. 
Definite  plans  may  then  be  made  for  reaching  these  per- 
sons. 

(b)  Double  Up  Campaign.  Inaugurate  a  campaign  for 
doubling  the  membership  by  each  member  securing  one  new 
member.  Take  as  the  motto,  "Each  One  Get  One."  Present 
the  subject  at  a  meeting  of  all  the  members.  Discuss  and 
urge  the  plan  until  the  co-operation  of  all  has  been  secured. 
Receive  weekly  reports.  Continue  the  campaign  until  the 
end  has  been  achieved. 

(c)  Membership  Contest.  Divide  the  class  into  two,  three, 
or  four  sections,  designating  each  section  by  a  particular  color, 
and  enter  upon  a  contest  to  see  which  section  can  secure 
the  largest  number  of  members  within  a  given  time,  the 
losing  section  or  sections  to  pay  a  forfeit,  such  as  a  banquet, 
to  the  winners.  The  captains  of  the  sections,  if  wisely  chosen 
for  ability  in  leadership,  will  be  able  to  arouse  much  interest 
in  the  competition  among  their  followers. 

(d)  Publicity  Week.  Pledge  the  members  to  make  the  class 
and  its  work  the  one  principal  topic  of  conversation  during 
a  specified  week.  Name  as  one  condition  that  only  words 
of  praise  and  commendation  are  to  be  spoken,  and  no  word 
of  criticism.  A  week  of  talk,  of  the  right  kind,  in  behalf 
of  the  class  will  accomplish  much  by  way  of  arousing  in- 
terest and  enlisting  recruits.  Plan  for  this  far  enough  ahead 
so  that  it  will  be  fixed  in  the  mind  of  all  the  members.     A 

2 


STRONG  CLASSES  227 

similar  plan  is  that  of  pledging  the  members  to  invite  by 
telephone  during  a  certain  week  a  specified  nmnber  of  people 
to  attend  the  class. 

(e)  Follozv-up  Plan.  Many  classes  have  successfully  used 
a  follow-up  plan  in  winning  new  members.  On  Sunday  when 
a  new  name  is  reported,  the  class  president  assigns  one  mem- 
ber to  call  on  Monday,  another  on  Tuesday,  a  third  on 
Wednesday,  and  so  on,  one  for  each  day  of  the  week,  in- 
cluding the  next  Sunday.  The  following  week  a  report  is 
called  for.  If  the  person  has  not  been  reached,  assignments 
are  again  made,  and  continue  to  be  made  until  he  has  joined 
the  class.  If  faithfully  worked,  this  plan  never  fails.  Said 
one  man :  "If  you  keep  after  others  like  you  did  me,  we  '11 
be  a  winner.  I  felt  it  must  be  w^orth  while  to  go  if  so  many 
men  thought  it  worth  their  trouble  to  call  and  invite  me." 
Another :  *T  thought  you  fellows  must  really  be  interested 
in  me,  you  came  so  often." 

(f)  Invitation  Committee.  Every  class  should  make  it  the 
special  duty  of  some  committee  to  seek  out  strangers  attend- 
ing the  Church  service  and  invite  them  to  the  class.  This 
committee  should  always  be  on  duty,  and  should  miss  no  one. 

III.    How  to  Keep  Up  the  Attendance 

Regularity  of  attendance  on  the  part  of  members  of  the 
class  is  essential  both  to  growth  and  to  effective  work.  It 
is  difficult  to  interest  outsiders  in  a  class  whose 
Regular  members  do  not  attend  regularly.    The  teacher  is 

is  Essential  handicapped  in  his  efforts  if  the  members  are 
irregular.  As  means  of  inducing  faithfulness  in 
attendance,  the  following  plans  will  be  found  of  value : 

(a)  Develop  Class  Loyalty.  Appeal  to  the  class  spirit  of 
the  members ;  frequently  commend  the  faithfulness  of  those 
who  are  invariably  present;  assert  your  confidence  that  the 
members  can  be  depended  upon  to  support  the  class  and  its 
work  by  faithful  attendance.  Occasionally  print  something 
bearing  upon  this,  as  a  neat  card,  entitled : 


228        THE  ADULT  WORKER  AND  HIS  WORK 

"Class  Resolution 
"Nothing  during  the  year  will  prevent  me  from 
attending  to  my  secular  duties  that  I  can  possibly 
help. 

"Will  it  be  so  with  my  religious  duties?    Yes, 
if  so  I  will. 

"I  will  to  be  present  at  the  meetings  of  my 
class  every  Sundav  this  year. 

"(Signed) »' 

(b)  Follozv  Up  Absentees.  Make  it  a  fixed  custom  to 
inquire  into  all  absences.  Especially  the  teacher  and  the 
officers  should  do  this.  Be  sure  that  no  member  is  ever 
absent  without  being  written  to,  called  up  on  the  telephone, 
or  called  on  in  person. 

(c)  The  Squad  System.  The  group  plan,  sometimes  called 
the  "Squad  System,"  sometimes  the  "Sections  of  Ten  Plan," 
has  been  used  with  excellent  results  both  as  a  means  of  keep- 
ing up  the  attendance  and  in  increasing  the  membership.  The 
class  is  divided  into  groups  of  ten  or  less,  with  a  captain 
over  each.  The  captain  is  held  responsible  for  the  attendance 
of  those  in  his  group.  He  is  provided  with  monthly  record 
cards  for  recording  attendance  and  to  aid  him  in  his  reports 
to  the  class.  The  captain  is  at  liberty  to  use  any  of  his  men 
in  aiding  him  in  his  efforts  to  secure  the  regular  attendance 
of  all.  A  friendly  competition  may  be  developed  between  the 
different  groups  as  to  which  shall  make  the  best  record. 

IV.    Maintaining  Interest  and  Activity 

No  class  can  be  permanently  built  up  unless  the  members 
as  they  are  secured  are  bound  to  the  organization  by  ties  of 
A  Deep  and  abiding  interest  and  devotion.  It  will  avail  little 
Abiding  In-  to  secure  new  members  unless  those  whom  we 
terest  Must  already  have  are  retained.  How  can  a  permanent 
be  Secured  place  in  the  affections  of  every  member  be  secured 
for  the  class?  How  can  indifferent  and  lethargic  members  be 
aroused  to  earnest  and  active  service? 

2 


STRONG  CLASSES  229 

(a)  Show  a  Personal  Interest  in  Each  One.  As  teacher 
or  officer  look  well  to  your  own  motives  in  your  class  work. 
Be  satisfied  with  nothing  less  than  possessing  a  genuine  per- 
sonal interest  in  every  member.  If  you  would  permanently 
win  people  you  must  love  them.  This  was  the  Master's 
method,  and  it  has  never  been  either  improved  upon  or  super- 
seded. Perhaps  it  is  best  expressed  by  the  term  friendship. 
Establish  a  bond  of  genuine  friendship  between  yourself,  as 
officially  representing  the  class,  and  the  class  member,  and 
you  have  gained  him  for  all  time.  Be  sympathetic.  Never 
allow  a  member  to  carry  a  burden  of  loss  or  grief  or  dis- 
appointment alone.  Never  fail  to  take  account  of  the  illness 
of  a  member,  no  matter  how  slight.  Insure  that  all  cases 
of  illness  are  reported  at  the  class  sessions.  Immediately 
thereafter  send  out  on  behalf  of  the  class  some  such  message 
as  this : 

"Dear  friend :  You  have  been  reported  to  the 
class  at  its  meeting  to-day  as  sick.  Some  of  our 
number  will  call  very  soon.  You  have  the  sym- 
pathy and  prayers  of  the  class  for  your  early 
recovery. " 

(b)  Give  Every  One  Something  to  Do.  Keep  the  members 
busy.  See  that  every  one  has  some  definite  task.  As  far  as 
possible,  place  every  one  on  some  committee.  As  the  class 
increases  in  size  see  that  the  officers  and  committees  are 
representative  of  the  entire  class.  The  importance  of  this 
is  well  stated  by  the  teacher  of  one  of  our  largest  classes : 
"A  large  class  is  made  up  of  many  small  groups.  The  units 
of  each  group  are  v^^elded  together  by  ties  of  friendship  or 
relationship.  Each  of  these  groups  should  be  represented 
among  the  officers  and  chairmen  of  committees.  Then,  when 
the  officers  inaugurate  a  new  policy  or  plan,  they  will  carry 
the  bulk  of  the  membership   along  v/ith   them." 

(c)  Keep  in  Touch  With  Other  Classes.  Much  inspira- 
tion will  come   from  an   intimate  knowledge  of  what   other 


230        THE  ADULT  WORKER  AND  HIS  WORK 

successful  classes  are  doing.  Each  officer,  or  better  still,  each 
member,  should  receive  the  official  denominational  organ  of 
the  movement,  The  Adult  Bible  Class  Monthly.'^  This  is  of 
the  largest  importance.  The  members,  in  groups  of  two  or 
three,  may  be  delegated  to  visit  other  classes  and  return 
reports  of  their  activities.  Occasional  contests  with  other 
classes  may  be  arranged  with  good  effect  in  such  matters 
as  average  attendance  or  growth  during  a  specified  period. 
Inter-class  debates  are  also  good. 

(d)  Look  After  Little  Things.  Pay  attention  to  details. 
Ihere  are  numerous  things,  small  in  themselves,  which  have 
an  important  part  in  maintaining  class  interest.  It  is  a  good 
thing  to  have  Class  Stationery;  let  the  class  buy  it  in  large 
quantity  and  supply  it  to  the  members  at  cost.  A  Class  Banner 
hung  in  the  class  room,  having  on  it  the  class  name,  date  of  or- 
ganization, and  the  motto,  will  be  to  some  extent  a  bond  of 
unity.  In  some  classes  a  Class  Yell  is  desirable.  A  Class  Song 
is  appropriate  to  every  class  and  helps  wonderfully  to  build 
up  class  spirit.  Recognition  of  New  Members  is  important; 
have  some  simple  form  of  reception  and  a  greeting  by  all. 
Observe  the  Class  Anniversary  with  a  special  program. 

Lesson  Outline: 

I.   What  Constitutes  a  Strong  Class? 
II.   Methods  of  Building  Up  the  Class  Membership. 

1.  Essential  prerequisites. 

2,  Working  plans. 

III.  How  TO  Keep  Up  the  Attendance. 

IV.  Maintaining  Interest  and  Activity. 

Topics  for  Special  Study: 

1.  Essential  elements  of  a  strong  class. 

2.  Means   employed  by  some  successful  classes   in  in- 

creasing their  membership. 


I  Sample  copies  may  be  had  free  by  addressing  the  Methodist  Book  Con- 
cern, 150  Fifth  Ave.,  New  York,  or  Cincinnati,  or  Chicago. 


STRONG  CLASSES  231 

Topics  for  Class  Discussion: 

1.  What  is  to  be  the  measure  of  class  strength? 

2.  Is  there  a  danger  that  too  much  emphasis  may  be 

placed  upon  numbers? 

3.  Name  what  you  consider   essential   prerequisites   to 

the  building  up  of  a  strong  class. 

4.  What  is  the  most   valuable  means   of  gaining  new 

members  ? 

5.  Discuss  plans  of  enlisting  new  members, 

6.  How  can  the  class  attendance  best  be  kept  up? 

7.  State  the  most  important  means  of  maintaining  in- 

terest and  activity. 


CHAPTER  XIX 

ADVERTISING  THE  CLASS 


"The  children  of  this  day  and  generation  are  wiser  than 
the  children  of  light.  They  use  means  that  will  bring  the 
desired  results.  Providence  does  not  give  success  to  sleepy 
methods  in  the  Church  any  more  than  in  business.  Adver- 
tising is  the  most  vital  assistant  in  the  business  world.  Rush 
rules  the  hour.  Materialism  threatens  to  deaden  the  heart 
life.  Attention  must  be  attracted  to  the  fact  and  need  of 
spirit  growth,  if  the  aesthetic  and  affectional  natures  are  to 
remain.  People  must  be  turned  toward  the  Church  and 
aroused  to  the  importance,  helpfulness,  and  easy  possibility 
of  religious  development.  Advertising  attracts  attention.  It 
must  be  used  by  the  Church  to  get  a  hearing  for  its  most 
important  message." — Christian  F.  Reisner. 

"The  use  of  efficient  methods  and  well-laid  plans  is  vitally 
essential  in  all  class  work,  but  there  must  be  a  care,  espe- 
cially in  recently  organized  classes,  that  their  exact  relation 
to  the  work  be  thoroughly  understood  and  kept  in  proper 
place.  A  skeleton  is  vitally  essential  to  every  well-developed 
human  being,  but  it  needs  to  be  clothed  upon  with  soft,  warm, 
well-shapen  flesh,  and  breathed  through  by  a  living,  loving 
spirit,  to  be  attractive  to  any  but  the  medical  student  or  the 
ethnological  specialist." — May  F.  McKean. 


CHAPTER  XIX 
ADVERTISING  THE  CLASS 

I.    The  Object  and  Value  of  Advertising 

1.  Why  advertise?     Multitudes  of  people  are  so  busy 
that  they  give  the  religious  life  no  notice  or  attention.     Other 
multitudes,  not  so  busy,  are  almost  wholly  indifferent  to  re- 
ligion.    Some  means  must  be  used  to  effectively 

Advertising     bring  the  claims  of  religion  before  them.     They 
People  ^^^  "°^  reached  by  the  announcements,  exhorta- 

tions, and  appeals  made  in  empty  churches  and 
class  rooms.  Newspapers,  bulletin  boards,  personal  letters 
come  face  to  face  with  the  unchurched  multitudes  and  speak 
a  message  which  otherwise  would  not  be  heard  at  all.  Ad- 
vertising thus  reaches  many  who  would  not  and  could  not 
be  reached  in  any  other  way.  It  should  be  made  use  of 
because  it  is  an  effective  means  of  obeying  the  gospel  com- 
mand. Go,  publish  the  gospel  to  all  men. 

Advertising  shows  an  aggressive  and  earnest  spirit.  It  im- 
presses the  world  with  the  fact  that  the  Christian  is  not 
ashamed  of  his  religion,  and  that  he  is  at  least  as  earnest 
and  enthusiastic  in  the  cause  of  religion  as  he  is  in  the 
business  of  earning  his  daily  bread.  Aggressiveness  and  enter- 
prise within  the  bounds  of  propriety  are  favorably  regarded  by 
almost  every  one  and  have  much  influence  with  many. 

2.  Why  advertise  the  Adult  Bible  Class?  There  are 
Advertising  special  and  definite  reasons  why  the  Adult  Bible 
Brings  the  Class  should  advertise.  It  is  important  that  those 
Class  to  who  are  outside  of  the  class  and  the  Church 
People  should  be  informed  of  the  class,  of  its  objects  and 
aims,  of  what  it  offers  in  the  way  of  fellowship,  instruction, 
and  help;  that  they  should  be  attracted  and  interested;  and 

235  ' 


236        THE  ADULT  WORKER  AND  HIS  WORK 

finally,  that  they  should  be  persuaded  to  join  the  class.  The 
right  kind  of  class  advertising  will  aid  materially  in  effecting 
these  ends.     Advertise,  therefore,  in  order  to : 

Acquaint  people  with  the  organization,  its  aims  and  pur- 
poses. 

Impress  them  that  the  class  may  be  a  means  of  help  to 
them  in  many  ways,  most  of  all  in  the  Christian  life. 

Persuade  them  that  the  class  is  interested  in  them  and 
wants  them. 

Inform  them  where  and  when  the  class  meets  and  to 
keep  this  continually  before  them. 

Move  them  to  attend  the  class  session  and  become  members. 

3.     Objections  to  advertising  met. 

(a)  It  is  sensational.  This  is  the  most  common  objection 
oflfered.  Our  answer  is,  that  a  sensational  means  is  needed 
to  arouse  and  awaken  men  from  religious  lethargy.  That 
Prophets  word  is  not  one  to  be  frightened  at.     People  were 

and  Apos-  not  lacking  in  their  day  to  bring  the  same  charge 
ties  were  against  prophets  and  apostles.     The  message  and 

Sensational  manner  of  John  the  Baptist  were  so  sensational 
as  to  draw  multitudes  of  self-satisfied  people  from  cities  and 
villages  into  the  wilderness  to  see  and  hear.  Paul  was  many 
times  accused  of  being  sensational  in  his  presentation  of  his 
message.  Class  advertising  should  carefully  avoid  all  exag- 
geration and  over-statement,  also  all  slang,  and  should  promise 
only  what  can  be  fulfilled.  There  are  methods  of  advertising 
which  are  not  in  good  repute  by  reputable  business  men; 
these  seek  to  convey  impressions  not  justified  by  the  facts. 
Here  a  question  of  common  honesty  is  involved.  The  Adult 
Bible  Class  will,  of  course,  have  all  regard  for  absolute  truth- 
fulness of  statement.  If  these  conditions  are  faithfully  re- 
garded the  charge  of  sensationalism  need  occasion  no  alarm. 

(h)  Advertising  cheapens.  It  does  not  have  this  effect  in 
other  things.  People  are  constantly  paying  the  highest  prices 
for  goods  the  reputation  of  which  has  been  established  and 
enhanced  by  advertising.     There  can  be  no  doubt  that  some 


ADVERTISING  THE  CLASS  237 

people  to  whom  everything  pertaining  to  religion  is  very  sacred 
are  pained  to  see  the  religious  appeal  emblazoned  in  public 
places  or  scattered  broadcast  by  leaflet  or  tract.     We  respect 

the  feeling,  but  at  the  same  time  hold  that  as 
Rather,  it  gospel  advertising  is  successful  in  reaching  and 
Demand  holding  men  and  is  very  evidently  blessed  of  God 

to  good  and  great  ends,  that  these  results  are  so 
important  as  to  compel  that  the  feelings  of  some  should  be 
disregarded. 

II.     Principles  of  Successful  Class  Advertising 

Advertising  to  be  successful  must  meet  the  test  of  the 
following  essentials : 

1.  It  must  attract  attention.  The  wording,  the  print- 
ing, the  circulation — all  must  be  such  as  to  attract  attention. 
In  order  to  do  this  it  must  have  at  least  three  qualities — it 

must  be  strong,  virile,  and  striking.     To  attract 

Elements  ,  .  .  .  ,       i        i  ,         • 

That  Win  ^"^^  attention  of  many  it  must  also  be  extensive. 
A  little  advertising  accomplishes  nothing.  It  must 
be  planned  on  a  scale  such  as  to  reach  the  last  man.  The 
direct  command  is  an  important  means  of  attracting  attention. 
Whining,  begging,  imploring,  coaxing  never  attract.  The 
hearty,  strong  word  of  direct  command  is  constantly  used 
in  business  advertising.  Make  use  also  of  the  element  of 
surprise.  The  average  religious  advertisement  is  dull,  per- 
functory, and  deadening.  If  it  is  worth  your  while  to  adver- 
tise at  all,  it  is  worth  while  to  spend  enough  time  on  the 
preparation  of  your  matter  to  be  interesting.  Long  sentences, 
worn-out  phrases,  common  words  do  not  stick.  Discard  all 
such  trite  words  as  "a.  cordial  welcome,"  "good  singing," 
"gospel  preaching,"  "the  regular  session,"  "at  the  regular  time 
and  place" — they  are  so  much  lumber,  the  only  effect  of  which 
is  to  kill  your  advertisement. 

2.  It  must  be  repeated.  Repetition  is  important  in 
securing  effect.  He  is  a  poor  advertiser  who  is  influenced 
by  the  fact  that  the  first  issue  of  cards  or  bills  brings  no 


23§        THE  ADULT  WORKER  AND  HIS  WORK 

appreciable  result.  That  which  at  first  may  not  appeal  at 
all,  by  repeated  use  may  produce  its  effect.  There  ought  to 
be,  therefore,  some  attractive  title  or  phrase,  some  distinctive 
..  ^jjg  steady  "^^^^^  in  mechanical  make-up  or  in  wording  which 
Rhythmic  will  servc  to  recall  the  former  advertisement  and 
Blow  deepen  the  impression.     This  is  the  value  of  the 

Counts"  trade-mark  so  commonly  used  in  commercial  ad- 

vertising.    "Fifty-seven  Varieties,"  "the  Rock  of  Gibraltar," 

"Good  Morning,  Have  you  used ?"  are  so  familiar  that 

the  slightest  glance  brings  to  mind  that  with  which  they  are 
individually  associated.  The  same  effect  may  be  produced  by 
a  miniature  cut  of  the  church  building,  by  the  picture  of  the 
church  door,  or  of  the  interior  of  the  class  room,  or  by  some 
distinctive  class  emblem.  The  right  sort  of  class  name  or 
motto  may  be  used  to  advantage  in  this  way.  As  for  the 
remainder  of  the  advertisement,  let  it  be  continually  changed. 
Seek  out  a  new  wording  for  each  time  it  is  printed. 

3.  It  must  tell  its  story  quickly.  People  will  not  read 
long  or  labored  advertisements.  They  must  be  brief,  pointed, 
and  so  printed  as  to  be  easily  scanned  by  the  eye.     Both  the 

wording  and  the  designing  are  here  again  in- 
Essent^af        volved.     Avoid  saying  too  much.     Use  leaders; 

the  class  needs  them  as  much  as  the  department 
store  does.  Impart  definite  information.  Say  something  im- 
portant in  the  first  sentence.  An  advertisement  is  no  place 
for  an  elaborate  introduction.  When  it  has  once  been  written, 
go  over  it  carefully  and  cut  out  all  superfluous  phrases. 

4.  It  must  conform  to  good  taste.  The  general  style 
and  make-up  of  the  advertisement,  the  character  of  the  paper 
Appeal  to  stock  used,  the  type,  and  the  ink — all  are  im- 
the  Sense  portant.  Mis-spelled  words,  grammatical  errors, 
of  Beauty  cheapness  in  appearance  produce  unfavorable  ef- 
and  Order  ^^^^  ^^^  ^^  more  to  drive  away  than  to  attract. 
The  first  impression  upon  the  reader  is  conveyed  by  the 
general  make-up  of  the  advertisement,  and  if  this  is  unfavor- 
able  it   is    difficult   to  overcome.      Some   common    forms    of 


ADVERTISING  THE  CLASS  239 

advertising  offend  against  beauty  and  order.  The  hideous  bill- 
boards which  disfigure  the  landscape  of  town  and  country 
will  not  much  longer  be  tolerated.  The  comic  and  ludicrous 
are  out  of  place  in  all  Church  advertising.  It  rarely  pays 
to  be  sharp,  witty,  or  smart. 

5.  It  must  arouse  enthusiasm.  To  do  this  the  ad- 
vertisement must  breathe  the  spirit  of  faith  and  confidence. 
It  must  be  bright,  interesting,  and  carry  the  assurance  of 
success.  This  essential  should  constantly  be  kept 
Impart  the  j^^  mind  ;  mere  publicity  is  no  advantage ;  notoriety 
of^Success  ^°^^  ^^^  draw.  The  advertising  that  brings  re- 
sults kindles  interest  and  enthusiasm.  Warmth, 
brotherliness,  heartiness  are  a  means  to  this  end.  Know  your 
people;  seek  the  appeal  which  will  reach  your  constituency; 
a  sort  of  advertising  which  would  help  in  one  place  might 
have  no  effect  with  a  different  class  of  people. 

III.    Methods  and  Plans 

I.  Methods.  There  are  many  methods  of  advertising 
which  may  be  used  by  the  Adult  Bible  Class.  We  suggest 
as  among  the  most  effective  these : 

(a)  Use  of  the  secular  press.  The  class  should  make  use 
of  the  columns  of  the  daily  and  weekly  newspapers  of  the 
town  or  city.  Editors,  as  a  rule,  are  pleased  to  be  furnished 
with  accounts  of  the  doings  of  live  organizations.  Many 
newspapers  will  freely  tender  the  use  of  their  columns  for 
class  programs,  advance  accounts  of  events,  brief,  well-written 
reports  of  business  meetings,  feature  articles — in  short,  any- 
thing that  is  bright  and  readable.  It  is  important  that  the 
class  have  either  a  Class  Reporter  or  a  Press  Committee. 
Use  judgment  in  the  selection.  Place  at  the  head  an  adver- 
tising man  if  the  class  has  one  among  its  members;  if  not, 
some  one  who  can  write  well  and  who  knows  the  require- 
ments. Accept  the  courtesy  of  the  press  not  merely  as  a  matter 
of  course,  but  show  appreciation  and  a  desire  to  conform  to 

their  rules. 

2 


240       THE  ADULT  WORKER  AND  HIS  WORK 

It  will  be  found  possible  in  many  instances  to  arrange 
for  a  column  to  be  regularly  devoted  to  the  class  and  its 
work.  A  clever  writer  can  make  this  an  invaluable  aid  to 
the  work  of  the  class. 

(b)  A  class  printing  press.  Some  classes  have  a  printing 
press  of  their  own  and  issue  their  own  invitation  cards,  hand- 
bills, and  class  requisites.  If  some  member  of  the  class  will 
take  the  chief  responsibility  and  enlist  the  aid  of  a  number 
of  boys  of  the  junior  or  intermediate  departments,  he  may 
not  only  aid  the  class  but  perform  a  most  valuable  service 
to  the  boys,  providing  them  pleasant  diversion  and  em- 
ployment and  keeping  them  from  evil  associations  and  amuse- 
ments. 

(c)  Church  bulletin.  If  the  Church  issues  a  Church  paper 
or  weekly  bulletin,  the  class  should  have  a  regularly  assigned 
space.  Give  this  space  an  individuality  of  its  own.  Fill  it 
with  bright,  original  matter.  Make  it  a  means  of  arousing 
interest  in  the  class  and  drawing  others   in. 

(d)  Bulletin  board.  Have  a  neat  bulletin  board  outside 
the  church.  Appoint  some  one  to  have  this  in  charge  who 
will  look  after  it  faithfully,  see  that  announcements  are  placed 
well  in  advance  of  events  and  removed  immediately  after- 
ward, and  that  the  whole  is  made  attractive.  An  ugly  or 
disorderly  bulletin  board  is  the  wrong  kind  of  an  advertise- 
ment. 

(e)  Issue  printed  programs,  and  scatter  them  widely.  They 
should  be  put  out  at  least  five  or  six  days  ahead  of  the  time, 
otherwise  many  will  have  made  other  engagements.  See  that 
the  printing  is  tastefully  done. 

(f)  Art  posters.  If  the  class  has  among  its  members  or 
friends  some  one  who  has  some  genius  in  original  drawings, 
art  posters  may  be  made  and  placed  in  store  windows  an- 
nouncing in  unique  ways  the  class  sessions.  These,  if  cleverly 
done,  will  attract  much  attention. 

(g)  Announcements  in  hotels.  Framed  announcements 
should    be    placed    in    hotels    and    boarding    houses.      These 


ADVERTISING  THE  CLASS  241 

should  be  changed  often  enough  so  as  not  to  become  stale. 
Often  they  are  neglected  until  they  are  entirely  out  of  date; 
this  gives  the  impression  that  the  institution  advertised  is 
a  back  number.  If  in  a  city  of  some  size,  a  plain  map  with 
arrows  and  a  star  to  indicate  the  way  to  the  church  and  its 
exact   location  is   of  value. 

Weekly  announcements  and  invitations  to  the  class  meet- 
ings may  be  used  in  hotels  to  good  advantage.  An  attractive 
announcement  placed  beside  each  plate  or  slipped  under  the 
doors  of  guest  rooms  will  do  much  good. 

(h)  Post  cards.  Post  cards  may  be  used  to  advantage. 
Stock  forms  such  as  are  illustrated  in  the  appendix  of  this 
book  may  be  employed,  or  each  class  may  design  its  own. 
The  stock  forms  are  less  expensive ;  but,  on  the  other  hand, 
distinctive  cards  presenting  the  peculiar  claims  of  the  class 
they  are  used  to  advertise  are  of  larger  value.  Whatever 
form  is  used,  a  personal  word  added  increases  the  drawing- 
power  of  the  card. 

(i)  Personal  letters.  Some  classes  have  found  personal 
letters  their  best  method  of  advertising.  Letters  may  be 
mimeographed  or  multigraphed  at  comparatively  small  ex- 
pense. If  these  methods  are  used,  care  should  be  exercised 
to  secure  good  workmanship.  A  poor  copy  is  unattractive 
and  of  little  value.  Dictated  typewritten  letters,  or  letters 
in  the  handwriting  of  the  sender  are  much  better  than  copies, 
as  the  personal  touch  is  increased. 

(j)  Feature  material.  Offer  a  class  picture,  photographs 
of  class  picnics  and  entertainments  to  the  press.  Many  times 
these  will  be  gladly  accepted  and  printed,  accompanied  by 
comments. 

(k)  Miscellaneous.  There  are  many  other  methods  of 
advertising  more  or  less  familiar  to  every  one,  such  as 
blotters,  calendars,  door-knob  callers,  handbills,  paid  news- 
paper advertisements,  and  so  forth.  Let  the  Press  Com- 
mittee be  on  the  lookout  for  unique  and  attractive  adver- 
tising  material   and  be   ready  to  adapt   successful   methods 

16  2 


242        THE  ADULT  WORKER  AND  HIS  WORK 

used  in  commercial  advertising,  to  promote  the  interests  of 
the  class. 

2.  Plans  of  distribution.  There  are  various  ways  by 
which  the  advertising  matter  of  the  class  may  be  distributed : 

(a)  Newspaper  carriers.  For  towns  or  cities  where  there 
is  an  evening  paper,  an  arrangement  may  usually  be  made 
with  the  carriers  to  distribute  programs,  handbills,  or  any 
small  advertising  form  folded  within  the  papers  which  are 
delivered  at  the  houses. 

(h)  Shop  distribution.  Enlist  a  man  in  each  large  manu- 
facturing establishment  and  shop  to  distribute  advertising 
matter  at  the  noon  hour  or  in  the  evening  as  the  men  are 
leaving  work.  It  is  important  to  secure  the  right  sort  of 
man,  one  who  will  do  the  work  faithfully  and  who  is  respected 
by  the  men.  For  a  time  it  may  be  necessary  to  pay  for  hav- 
ing this  work  done. 

(c)  Organize  a  messenger  service  from  among  the  junior 
and  intermediate  boys  under  a  popular  leader. 

(d)  Form  an  advertising  squad  among  the  class  members ; 
make  each  member  of  the  squad  responsible  for  the  advertis- 
ing distribution  in  a  certain  territory,  a  street,  or  district. 

3.  A  publicity  campaign.  In  addition  to  the  regular 
week  by  week  advertising,  it  is  of  the  largest  importance 
that  about  once  a  year  a  special  publicity  campaign  be  en- 
tered upon  as  a  means  of  increasing  the  attendance  and 
building  up  the  membership  of  the  class.  Preliminary  to  this 
the  class  should  secure  the  name  of  every  person  in  the 
town  who  ought  to  be  reached.  It  may  be  necessary  to  take 
a  religious  census  by  means  of  a  house-to-house  canvass. 
Every  possible  name  should  be  entered  upon  a  mailing  list, 
pains  being  taken  not  only  to  have  the  name  and  address 
correct,  but  to  have  other  important  items  of  information,  such 
as  family  relationship  and  Church  affiliation.  We  outline  a 
plan  for  a  four  months'  publicity  campaign,  the  best  months 
being  from  September  on: 

First   month:     Handbills,   ordinary   dodger   size.     Use   a 


ADVERTISING  THE  CLASS  243 

good  quality  of  paper,  and  pay  careful  attention  to  the  word- 
ing and  to  the  printing. 

Second  month:  The  telegram  system.  Do  not  slavishly 
copy  any  model,  but  work  out  your  own.  The  stock  form 
given  in  the  appendix  will  be  suggestive. 

Third  month :  Invitation  cards,  vestpocket  size.  Make 
them  distinctive  and  neat  and  use  unlimited  quantities,  not 
only  placing  them  from  house  to  house,  but  handing  them 
out  to  persons  met  on  the  street  and  in  places  of  business. 
Furnish  every  member  with  a  supply,  and  urge  all  to  use 
them. 

Fourth  month:  Letters  or  postal  card  announcements  by 
mail.  Issue  a  different  one  each  week,  and  mail  so  that 
they  will  be  received  on  Saturday  morning. 

Remember  in  such  an  undertaking  that  thoroughness  of 
distribution  is  a  prime  requisite.  On  the  quantities  necessary 
to  achieve  results,  John  Blackham  writes  in  The  Adult  Bible 
Class  Monthly  as  follows:  ''Incredible  as  it  may  seem,  if 
one  thousand  men  are  wanted  at  the  first  service,  100,000 
handbills  are  necessary.  If  500  men,  then  50,000;  if  250  men, 
then  25,000.  This  proportion  has  been  proved  over  and  over 
again.  It  may  seem  impossible  to  distribute  100,000  hand- 
bills, but  it  has  to  be  done,  and  it  can  be  done.  It  may  seem 
waste,  but  it  is  the  truest  economy.  The  very  fact  of  having 
such  a  large  number  of  bills  necessitates  a  good  number  of 
workers,  and  the  effort  of  distributing  them  is  just  what  is 
necessary  to  success.  One  of  the  most  successful  societies 
distributed  10,000  handbills  every  day  for  ten  days.  It  may 
be  asked,  'Why  are  so  many  bills  necessary?'  Many  Chris- 
tian people  have  a  great  dread  of  overlapping  in  bill  distri- 
bution. They  are  afraid  of  the  same  person  having  the  same 
bill  twice  over;  but  this  is  just  what  is  necessary  to  get  the 
kind  of  people  we  want.  The  first  bill  is  thrown  away,  the 
second  is  treated  in  the  same  way,  and  probably  the  third ; 
but  the  fourth  may  be  glanced  at,  the  fifth  may  be  looked  at 
a  little  more  closely,  the  sixth  may  be  read,  and  the  man 


244        THE  ADULT  WORKER  AND  HIS  WORK 

sees  it  is  an  invitation  to  a  religious  meeting,  and  throws 
it  away  because  it  has  no  interest  for  him ;  the  seventh  is 
looked  at  and  thrown  away;  the  eighth,  ninth,  and  tenth 
awaken  curiosity  and  inquiry,  and  finally  the  man  is  induced 
to  'come  and  see  how  he  likes  it.' " 

Lesson  Outline: 

I.   The  Object  and  Value  of  Advertising. 

1.  Why  advertise? 

2.  Why   advertise   the   Adult    Class? 

3.  Objections  met. 

n.    Principles  of  Successful  Class  Advertising. 

1.  It  must  attract  attention. 

2.  It  must  be  repeated. 

3.  It  must  tell  its  story  quickly. 

4.  It  must  conform  to  good  taste. 

5.  It  must  arouse  enthusiasm. 
III.   Methods  and  Plans. 

1.  Methods. 

2.  Plans  of  distribution. 

3.  A  publicity  campaign. 

Bibliography: 

Stelzle,  "Principles  of  Successful  Church  Advertising.'' 

Scott,  "Theory  of  Advertising." 

Calkins  and  Holden,  "Modern  Advertising." 

Topics  for  Special  Study: 

1.  Psychology  of  advertising. 

2.  The  advertising  methods  of  successful  classes. 

Topics  for  Class  Discussion: 

1.  Why  should  a  religious  organization  advertise? 

2.  State  special   reasons  why  the  Adult   Class   should 

advertise. 


ADVERTISING  THE  CLASS  245 

3.  How  far  are  common  objections  against  class  adver- 

tising valid?    Why  should  they  not  be  allowed  to 
over-rule  religious   advertising? 

4.  State   and   explain  five   principles   of  successful  ad- 

vertising. 

5.  Name  what  you  regard  as  the  most  effective  forms. 

6.  How  may  printed  forms  be  best  distributed? 

7.  Discuss  the  suggested  plan  of  publicity  campaign. 


CHAPTER  XX 

CLASS  OFFICERS  AND  THEIR  DUTIES 


"I  had  rather  be  a  doorkeeper  in  the  house  of  my  God 
than  to  dwell  in  the  tents  of  wickedness." — The  Psalmist. 

"The  vision  of  God  in  Christ  is  the  greatest  gift  in  the 
world.  It  binds  those  who  receive  it  to  the  highest  and  most 
consecrated  life.  To  behold  that  vision  is  to  be  one  of  God's 
elect.  But  the  result  of  that  election  depends  upon  the  giving 
of  ourselves  to  serve  the  world  for  Jesus'  sake.  Noblesse 
oblige." — Henry  Van  Dyke. 

"*Out  of  every  tribe  a  man.'  There  was  a  great  diversity 
of  gifts,  but  this  did  not  matter — every  tribe  must  have  a  part 
in  the  doing.  Out  of  every  tribe  a  man  is  needed  to  carry 
on  the  ideal  work  of  the  class — out  of  the  musical  tribe  a 
man  to  sing  heartily  .  .  .  ;  out  of  the  scholarly  tribe  a 
man  to  hunt  up  facts  and  present  them  attractively;  out  of 
the  socially-gifted  tribe  a  man  to  offer  the  glad  hand  and  bring 
people  together ;  out  of  the  magnetic  tribe,  or  the  good-talkers 
tribe,  a  man  to  help  draw  in  and  make  life  pleasant,  bright, 
hopeful  for  those  who  need  to  see  more  of  the  bright  side 
of  life."—/.  N.  Phillips, 


CHAPTER  XX 
CLASS  OFFICERS  AND  THEIR  DUTIES 

I.    Form  of  Organization 

I.  The  required  standard.  By  col-laboration  between  the 
International  Sunday-school  Association  and  the  various  de- 
The  Inter-  nominations  a  standard  has  been  established  set- 
national  ting  forth  the  minimum  of  organization  which 
Standard  of  must  be  attained  by  a  class  before  it  shall  be 
Organization  entitled  to  recognition  as  an  organized  class  by 
the  Association  and  the  denomination  with  which  it  is  affiliated. 

This  standard  of  organization  requires  three  definite  and 
distinct  things,  namely: 

(a)  The  class  must  be  organically  connected  with  the  Sun- 
day-school, of  which  it  shall  be  considered  an  integral  part. 
This  does  not  mean  that  the  Adult  Class  must  necessarily 
meet  at  the  same  time  and  place  with  the  rest  of  the  school, 
though  where  this  is  possible  it  is  by  far  the  most  desirable 
arrangement  and  one  which  is  likely  to  help  the  school  as  a 
whole  most. 

(b)  The  class  shall  have  at  least  the  following  officers: 
Teacher,  president,  vice-president,  secretary,  and  treasurer. 
It  shall  have  at  least  three  standing  committees,  as  follows: 
Membership,  devotional,  and  social.  It  is  not  required  that 
these  committees  shall  be  known  by  these  particular  names, 
but  it  is  required  that  the  class  shall  have  three  committees 
which  are  held  responsible  respectively  for  these  three  kinds 
of  work.  The  Executive  Committee,  where  there  is  such,  may 
act  as  a  Committee  on  Membership. 

(c)  The  class  shall  consist  of  adult  members  only.  A 
minimum  age  limit  has  been  fixed  at  sixteen  years,  thus  in- 
cluding the  organized  classes  of  the  senior  department  of 
the  school,  as  well  as  those  of  the  adult  department  proper. 

249  - 


250        THE  ADULT  WORKER  AND  HIS  WORK 

It  is  not  intended  that  the  distinction  between  the  senior 
and  the  adult  departments  of  the  school  shall  be  obliterated, 
but  the  recognition  here  given  to  organized  classes  in  the 
senior  department,  which  includes  pupils  between  the  ages  of 
sixteen  and  twenty  years,  makes  it  possible  for  organized 
classes  in  this  department  to  pass  as  such  into  the  adult  de- 
partment of  the  school  without  the  necessity  of  applying  for 
a  new  certificate  when  the  minimum  age  of  the  members  of 
the  class  shall  have  reached  twenty. 

2.  The  determination  of  form  of  organization.  This 
form  of  organization  is  not  given  as  adequate  for  all  classes. 
It  is  presented  as  the  minimum  of  organization  which  can  be 
Form  of  Or-  ^^^^  ^^^^  satisfaction  and  profit  by  any  class, 
ganization  With  this  as  a  framework,  an  organization  may 
Suited  to  be  formed  suited  to  the  local  situation  and  needs. 
Local  ^  In  general,  it  may  be  said  that  the  more  simple 

the  organization  is,  the  better.  It  should  not  be 
allowed  to  become  cumbersome  or  unwieldy.  In  the  beginning 
the  average  class  could  do  no  better  than  to  adopt  the  form 
which  we  have  outhned,  and  then  as  the  work  takes  shape 
develop  the  organization  as  the  needs  demand.  It  should  be 
said  that  without  reasonably  complete  organization  the  best 
work  is  impossible.  Chief  advantages  of  organization  are 
that  it  provides  for  a  division  of  labor,  places  responsibility, 
and  creates  means  of  accomplishing  new  and  enlarged  ends. 
Inadequate  organization  prevents  these  advantages  being 
realized. 

In  some  cases  it  will  be  well  for  the  class  to  fix  the 
minimum  age  limit  at  twenty  years  instead  of  sixteen.     This 

will  be  true  if  the  school  is  sufficiently  large  to 
Lhnit  have  organized  classes  of  the  Senior  Department 

as  distinct  from  the  Adult.  Senior  pupils,  espe- 
cially those  under  eighteen,  do  not  fit  well  into  either  a  men's 
or  women's  class.  Moreover,  the  class  will  appeal  more 
strongly  to  men  and  women  of  more  mature  years  if  it  is 
restricted  as  indicated. 


CLASS  OFFICERS  AND  THEIR  DUTIES         251 

3.  Additional  officers  and  committees.  Some  of  our 
large  and  well-established  classes  have  numerous  additional 
officers  and  committees. 

As  officers,  we  note  the  following:  Assistant  teacher,  to 
teach  the  lesson  in  the  absence  of  the  regular  teacher  or  on 
special  occasions ;  Assistant  Secretary,  to  aid  the  Secretary 
and  to  serve  in  his  absence;  Financial  Secretary 
Officers  ^^  assistant  to  the  Treasurer;  Librarian,  to  have 

charge  of  all  books  and  periodicals,  and  to  be 
responsible  for  the  distribution  of  song  books,  Bibles,  and 
whatever  helps  are  needed  in  the  study  of  the  lesson;  Class 
Reporter  or  Press  Correspondent,  to  send  items  of  interest 
concerning  the  class  to  the  secular  and  the  religious  press; 
Advertising  Manager,  to  have  direct  charge  of  the  class  ad- 
vertising; Chorister,  to  lead  the  singing  and  to  have  general 
direction  of  the  music  of  the  class;  Pianist;  Custodian,  to 
have  charge  of  the  permanent  records  of  the  class ;  Editor 
of  the  class  paper,  in  case  one  is  published. 

As  committees  the  follov/ing  may  be  noted :     Evangelistic, 

Prayer-meeting,  Social  Service,  Missionary,  Tem- 
Additional  t-        i  t  •  -mt      •      i-, 

Committees     P^rance,  Employment,  Literary,  Music,  Reception, 

Athletic,  Civic,  Legal  Aid,  Medical  Aid,  Attend- 
ance, Visiting,  Sick  Visitation,  Advertising,  Class  Room, 
Ushers. 

The  class  which  has  any  considerable  number  of  com- 
mittees should  by  all  means  have  an  Executive  Committee, 
composed  of  the  chief  officers  and  the  chairmen  of  the  various 
other  committees,  which  shall  act  as  a  cabinet  to  supervise 
and  plan  the  work  of  the  class  as  a  whole. 

II.    The  Chief  Officers  and  Their  Work 

I.  The  Teacher.  The  office  and  work  of  the  Teacher 
has  been  thoroughly  discussed  in  an  earlier  chapter.  Here  it 
will  suffice  to  say  that  the  teacher  is  the  chief  officer  of  the 
class,  and  that  while  his  first  and  most  important  relation  to 
the  class  is  that  of  instructor  in  religious  truth,  he  is  also 


252        THE  ADULT  WORKER  AND  HIS  WORK 

a  leader  of  the  class  in  all  its  activities.     It  is  his  duty  to 
be   interested  in  all  phases   of  the   work   of  the 
The  Teacher    ^lass.     It  is  not  well  for  him  to  assume  responsi- 
Officer  bility  for  work  which   should  properly  be   done 

by  others.  It  will  largely  devolve  upon  him  to 
inspire  and  enthuse  other  officers  and  the  members.  The 
activity  and  power  of  the  class  will  therefore  depend  to  a 
considerable  extent  upon  his  ability  as  a  leader.  The  impress 
of  his  influence  and  example  will  be  upon  the  class.  It  will 
be  necessary  for  him  not  only  to  teach  by  word,  but  also 
to  lead  in  all  forms  of  service.  In  visiting  the  sick,  comfort- 
ing the  bereaved,  warning  the  straying,  counseling  the  misled 
he  will  be  able  to  enforce  and  give  point  to  the  precepts  of 
the  class  room.  He  should  be  considered  ex-officio  a  member 
of  all  committees. 

2.  The  President.  The  President  of  the  class  is  its 
principal  executive  officer.  He  shares  with  the  teacher  a  co- 
ordinate responsibility  for  the  building  up  of  the  class,  for 
The  Office  ^^^  Spirit  and  its  activity.  It  is  of  the  utmost 
and  "Work  importance  that  he  should  be  in  accord  with  the 
of  the  teacher  in  his  thought  and  plans  for  the  class  and 

President  j^g  work ;  all  must  understand  that  the  instruction 
of  the  teacher  has  his  hearty  support  and  endorsement.  He 
should  also  be  in  close  touch  with  the  pastor  and  know  his 
ideal  and  ambitions  for  the  class.  For  himself  he  should 
make  a  close  study  of  the  possibilities  and  needs  of  the 
Church  and  the  Sunday-school,  and  of  religious  and  social 
conditions  in  the  community,  in  order  that  he  may  have  an 
intelligent  conception  of  the  entire  field  and  be  able  to  con- 
struct the  best  possible  working  program  for  the  organiza- 
tion. By  virtue  of  his  office  he  is  ex-officio  a  member  of 
all  committees.  The  appointment  of  committees  may  well  be 
in  his  hands  with  the  provision  made  that  the  appointments 
shall  be  concurred  in  by  the  teacher.  To  the  end  that  his 
appointments  be  wisely  made,  he  should  acquaint  himself  with 
the  abilities   and  gifts   of  the  various   members.     Upon  his 


CLASS  OFFICERS  AND  THEIR  DUTIES         253 

forcefulness,  tact,  and  skillful  management  will  depend  very 
largely  the  amount  of  actual  service  accomplished  by  the 
class.  He  should  preside  at  all  meetings  of  the  class  unless 
providentially  hindered,  and  should  see  that  all  business  is 
transacted  with  promptness  and  dispatch,  and  that  all  obliga- 
tions of  the  class  are  met, 

3.  The  Vice-President.     In  the  absence  of  the  President 

the  Vice-President  becomes  the  presiding  officer 
Duties  of  Qf  ^j^g  ^^lass      He  should  hold  himself  ready  to 

President         assist  the  President  at  any  time  upon  request,  and 

should  freely  give  to  the  President,  when  asked, 
the  benefit  of  his  counsel. 

4.  The  Secretary.  Upon  the  Secretary  devolves  the  re- 
sponsibility for  the  keeping  of  all  necessary  records,  and  the 
making  of  all  announcements  and  reports.     In  particular,  he 

should  record  the  minutes  of  all  business  meet- 
Duties  ings,  a  report  of  the  Sunday  meetings,  and  should 
Secretary  preserve  a  copy  of  all  programs  rendered  by  the 
class  and  all  printed  matter  of  whatever  other  sort 
issued.  He  should  keep  a  record  of  class  membership,  and  of 
attendance  upon  all  class  meetings.  The  minutes  of  committee 
meetings  should  also  come  into  his  hands  for  permanent 
preservation.  He  should  issue  and  receive  certificates  of  class 
membership  and  through  correspondence  keep  in  touch  with 
absent  members.  The  making  and  presentation  of  regular 
reports  of  the  class  is  also  his  duty. 

The  essential  qualifications  of  a  good  Secretary  are  that 
he  should  write  a  rapid,  clear  hand,  that  he  appreciate  the 
importance  of  accuracy,  and  that  he  value  his  office  sufficiently 
to  keep  complete  and  up-to-date  records. 

5.  The  Treasurer.     The  Treasurer  is   in  direct  charge 

of  the  finances  of  the  class.  All  moneys  received 
Treasurer   *    ^"^  expended  should  pass  through  his  hands,  and 

he  should  keep  a  complete  and  accurate  account 
of  all  receipts  and  expenditures.  Vouchers  covering  all  ex- 
penditures   should    be    kept.      He    should    present    an    exact 


254        THE  ADULT  WORKER  AND  HIS  WORK 

financial  report  at  each  business  meeting,  and  also  an  annual 
report    summarizing   the    financial    transactions    of   the    year, 

Vv''ith  many  classes  the  source  of  financial  income  will  be 
the  collections  taken  at  the  regular  Sunday  sessions.  At  least 
a  substantial  part  of  this  collection  should  go  to  the  Sunday- 
school  as  the  contribution  of  the  Adult  Class  to 
Finances  ^^^   expenses   of  the   school.      Probably   the   ma- 

jority of  our  organized  Adult  Classes  divide  this 
collection  on  some  fixed  basis  mutually  decided  upon  by  the 
class  and  the  school.  This  source  of  income  will  necessarily 
be  supplemented  by  others  if  the  class  is  to  do  much  in  a 
financial  way.  Many  classes  ask  of  their  members  a  monthly 
or  annual  pledge  in  support  of  class  work.  Some  use  a 
weekly  pledge  system,  providing  their  members  with  numbered 
and  dated  envelopes  for  weekly  giving.  We  recommend  the 
annual  subscription  plan,  pledges  to  be  received  at  the  be- 
ginning of  the  class  fiscal  year,  to  be  paid  either  at  one  time 
or  in  monthly  or  quarterly  installments.  This  plan  is  likely 
to  interfere  less  with  the  weekly  offering  system  of  the 
Church  in  use  by  so  large  a  proportion  of  the  congregations. 
Some  income  may  if  necessary  be  secured  in  ways  other  than 
by  direct  giving.  An  occasional  lecture,  concert,  excursion, 
or  social  entertainment  may  be  made  the  means  of  financial 
gain.  Chief  dependence  should  not  be  placed  upon  these 
means  by  any  class.  Lectures,  concerts,  and  socials  should 
be  regularly  held  for  their  educational  and  cultural  value, 
not  as  financial  expedients.  No  other  provision  for  income 
is  so  satisfactory,  adequate,  and  beneficial  as  that  of  sys- 
tematic giving.  There  is  no  excuse  for  not  adopting  it  as  the 
principal  plan. 

Every  strong  class  should  make  an  annual  contribution 
to  the  Church,  It  may  also  contribute  to  the  Church  benevo- 
lences. These  contributions  ought  to  be,  however,  in  addition 
to  and  not  in  lieu  of  contributions  of  the  individual  members 
to  the  Church  and  its  benevolences.  The  prosperous  class 
may  well  have  some  cause  designated  officially  as  a  special 

2 


CLASS  OFFICERS  AND  THEIR  DUTIES         255 

class  benevolence  to  be   supported   regularly  and  generously 
out  of  class   funds. 

Lesson  Outline: 

I.   Form  of  Organization. 

1.  The  required  standard. 

2.  The  determination  of  form  of  organization. 

3.  Additional  officers  and  committees. 

II.   The  Chief  Officers  and  Their  Work. 

1.  The  Teacher. 

2.  The  President. 

3.  The  Vice-President. 

4.  The  Secretary. 

5.  The  Treasurer. 

Topics  for  Special  Study: 

1.  The  form  of  organization  of  several  large  and  suc- 

cessful classes. 

2.  The  financial  system  of  some  leading  classes. 

Topics  for  Class  Discussion: 

1.  State  the  requirements  of  the  International  standard 

of  organization. 

2.  How  is  the  form  of  organization  of  each  particular 

class  to  be  determined? 

3.  What  additional  officers  and  committees  may  be  de- 

sirable ? 

4.  Discuss  the  relation  of  the  Teacher  to  the  class. 

5.  What  is  the  work  of  the  President? 

6.  Name  the  qualifications  and  duties  of  the  Secretary. 

7.  What  is  the  work  of  the  Treasurer? 

8.  By  what  means  may  the  class  provide  for  an  ade- 

quate income? 


APPENDIX 


17 


APPENDIX  A 

MODEL  CONSTITUTION 

(A  form  suggested  by  the  Board  of  Sunday-schools,  which 
may  be  modified  to  suit  the  situation  and  needs  of  the  local 
class.) 

ARTICLE  I.— Name 

This  class  shall  be  called  The 

Class  of  the    Sunday-school   of  the 

Church  of    , (City) 

(State). 

ARTICLE  II.— Object 

The  object  of  this  organization  shall  be  the  regular  and 
systematic  study  of  the  Bible  under  competent  leadership ; 
the  achievement  of  Christian  culture  through  the  spiritual, 
intellectual,  and  social  development  of  every  member ;  mutual 
helpfulness,  and  the  extension  of  Christ's  kingdom. 

ARTICLE  III.— Motto 

"In  diligence  not  slothful ;  fervent  in  spirit ;  serving  the 
Lord." 

ARTICLE    IV.— Membership 

Any   man    (or   w^oman)     years    old   or   over 

may  become  a  member  of  this  class  by  signifying  his  desire 
to  join  and  his  intention  to  be  loyal  to  the  purpose  and  aim 
of  the  organization  as  set  forth  in  Article  II  of  this  Consti- 
tution, and  by  agreeing  to  attend  the  regular  meetings  of  this 
class  devoted  to  the  study  of  the  Bible. 

?59  2 


26o  APPENDIX 

ARTICLE  V. — Officers  and  Committees 

Section  i.  The  general  officers  of  this  class  shall  be  a 
teacher,  president,  vice-president,  secretary,  treasurer,  and 
librarian.  These  officers  shall  be  elected  annually  by  ballot, 
and  shall  hold  office  until  the  next  annual  meeting  after  their 
election,  or  until  their  successors  are  chosen.  The  election 
of  the  teacher  by  the  class  shall  be  subject  to  the  regular 
method  prescribed  by  the  Church  Discipline. 

Sec.  2.     There  shall  be   standing  committees, 

to-wit :    Executive,  Devotional,  Social,  and 

(other  standing  and  special  committees  on  membership,  music, 
athletics,  etc.,  may  be  added  at  the  discretion  of  the  class). 

Sec.  3.  The  President  shall  be  chairman  of  the  Executive 
Committee,  which  shall  consist  of  the  general  officers  and  the 
chairmen  of  all  standing  committees.  The  Executive  Com- 
mittee shall  have  the  power  to  appoint  all  other  standing  com- 
mittees and  to  designate  who  shall  be  chairman  of  each. 

ARTICLE  VI. — Duties  of  Officers  and  Committees 

Section  i.  The  Teacher  shall  have  general  charge  of  the 
Bible  study  work  of  the  class,  and  shall  be  chosen  with  special 
reference  to  his  fitness  and  ability  to  teach  the  Bible  to  adult 
students.  He  shall  have  charge  of  the  regular  study  of  the 
Lsson  at  the  Sabbath-day  session  of  the  class,  and  shall  be 
ex-officio  a  member  of  all  committees. 

Sec.  2.  The  President  shall  preside  at  the  regular  and 
special  meetings  of  the  class,  and  shall  be  the  general  execu- 
tive officer.  He  shall  appoint  all  special  committees  not  pro- 
vided for  in  the  Constitution  and  shall  be  ex-officio  a  member 
of  all  committees. 

Sec.  3.  The  Vice-President  shall  perform  the  duties  of 
the  President  in  the  absence  of  the  latter,  and  shall  render 
such  other  executive  assistance  as  may  be  required  by  the 
President. 

Sec.  4.    The  Secretary  shall  have  charge  of  the  records  of 


APPENDIX  261 

the  class.  He  shall  keep  accurate  Minutes  of  all  business 
meetings,  both  of  the  class  and  of  the  Executive  Committee, 
and  shall  make  all  announcements.  He  shall  keep  a  record 
of  the  attendance  of  the  members  each  Sunday,  and  shall 
report  the  same,  together  with  the  amount  of  the  collection 
for  the  day,  to  the  class  and  to  the  Secretary  of  the  school. 

Sec.  5.  The  Treasurer  shall  receive  all  moneys  belonging 
to  the  class ;  shall  hold,  deposit,  and  pay  out  the  same  as 
directed  by  the  Executive  Committee  in  harmony  with  the 
rules  of  the  school.  He  shall  make  a  full  report  of  receipts 
and  disbursements  at  each  annual  meeting  of  the  class. 

Sec.  6.  The  Librarian  shall  have  charge  of  all  books  and 
periodicals  and  other  printed  matter  belonging  to  the  class. 
He  shall  be  responsible  for  the  distribution  of  song  books, 
Bibles,  etc.,  at  the  regular  and  special  meetings  of  the  class. 

Sec.  7.  The  Executive  Committee  shall  have  general  super- 
vision over  all  class  work  and  interests.  It  shall  devise  ways 
and  means  of  increasing  the  attendance  at  the  regular  class 
sessions  for  Bible  study,  and  for  advancmg  the  interests  of 
the  class  in  other  ways. 

Sec.  8.  The  Devotional  Committee  shall  be  responsible 
for  the  spiritual  welfare  and  work  of  the  class.  It  shall  be 
the  duty  of  this  committee  as  far  as  possible  to  assist  the 
teacher  in  planning  for  and  arranging  the  Bible  study  work 
of  the  class. 

Sec.  9.  The  Social  Committee  shall  be  responsible  for 
greeting,  welcoming,  and  introducing  new  members  and  visi- 
tors. It  shall  have  charge  of  all  entertainments  and  other 
social  functions  of  the  class.  In  the  absence  of  a  special 
committee  for  this  purpose,  the  Social  Committee  shall  act  as 
a  committee  on  membership. 

ARTICLE  VII.— Meetings 

Section  i.     An  annual  meeting  of  this  class  shall  be  held 

in  the  month  of each  year,  the  exact  date 

to  be  determined  by  the  Executive   Committee. 


262  APPENDIX 

Sec.    2.     The   class    shall   meet   every    Sunday    for    Bible 

study  at  o'clock,  in  connection  with  the  regular 

session  of  the  Sunday-school  of  the  church. 

Sec.  3.     There  shall  be  a  regular  business  meeting  of  the 

class    on   the    first    of    every    month,    at 

o'clock. 

Sec.  4.  Special  business  and  other  meetings  may  be  called 
by  the  President  in  consultation  with  the  teacher  and  members 
of  the  Executive  Committee  as  occasion  may  require. 

ARTICLE  VIII.— Quorum 

members  of  the  class  in  attendance  at 

any  regular  or  special  meeting  shall  constitute  a  quorum  for 
the  transaction  of  business. 

ARTICLE  IX. — Contributions 

The  funds  necessary  to  carry  on  the  work  of  the  class  shall 
be  raised  by  voluntary  subscriptions.  No  contributions  shall 
be  solicited  at  any  social  meeting  or  entertainment  of  the  class. 

ARTICLE  X. — Amendments 

This  Constitution  may  be  amended  at  any  regular  busin^'ss 
meeting  of  the  class  by  a  two-thirds  vote  of  the  members 
present,  provided  that  said  two-thirds  shall  not  be  less  than 
the  number  required  to  constitute  a  quorum  for  the  transaction 
of  business. 

By-Laws 

(As  the  class  progresses  it  will  be  found  necessary  to 
enact  certain  rules  concerning  class  management,  order  of 
business,  methods  of  work,  which  will  come  properly  under 
the  head  of  By-laws.) 


APPENDIX  B 

CLASS  ADVERTISING 


COME  WITH    US! 

On  Sunday^  October  31,  1909,  in  the  First 
Methodist  Episcopal  Church 

The    Brotherhood 
Bible  Class 

WILL  HAVE  SOMETHING  TO  TELL  ABOUT 

RELIGION  IN  A  HURRICANE 

Paul  says,  "  Be  of  good  cheer,  I  believe  God.**     Acts  27:25 

STRANGERS    CORDIALLY    INVITED   TO    MEET   WITH   US 
AND  TAKE  PART  IN  THE  DISCUSSION 

EVERYBODY  WELCOME! 

IN  THE  BASEMENT  AT  9  O'CLOCK  A.  M. 

Sample  hand-bill  used  by  an  Adult  Bible  Class. 

263  * 


264  APPENDIX 


ipiL,    fieycie,  Bch^e.   Cleiss . 

itu  CL.fyr^i^clt^     c^t-^i^^-fU^  ^^HT*w^£^<:<?  ?   ^oi^    //C  7*oi^ 
CofU^   <yc<4^  a-u^.'^O   "^^-^^^    tz.  rxyirtl^o-    <»£.    /^  Oct.^^ 

Unique  advertisement  used  by  the  Pierce  Bible  Class, 
Rock  Rapids,  Iowa. 


APPENDIX 


265 


HEMEITWAY  MEN'S  CLASS  TELEGRAPH  COMPAinr 


Service  to  All  ■ 


:  World.     Go  Ye  into  au.  the  World  and  Preach  the  Gospel." 


.:Jo.i-CEa  F.  ZANEIS.  829  Michijio  A.cT.«t,  Tclcpl,o«  4212. 


O.  K 


RECEIVED  at   Evanston.  111. 

DauJ  Hemenv ay    Class  Rooms,  Hemenway  M.  E 
933  Chicago  Avenue.  Evanston.  II 


©:30  a. 
10:00  a 


Song  Service 
Lesson  Study 


Please  read  this  message 


'Paul  on  his  way  to  Rome" 


is   the  topic  for  discussion  in 

The  Pierce  Bible  Class 

Nest  Sunday.   Oct.    .31,  at 

1 2  o'clock 

Read  Acts  27:1  to  26  and 
COMK 

The  Teachei*    will  give   a 

.  short  ialk  on  Romei  as 

he  saw  it. 


A  paid 

newspaper 

advertisement. 


The  telegram  plan  of  advertising. 


266 


APPENDIX 


4l$)|rOO^€(€^^^^^^^^0^^^^^^$€(^<i 


^...WANTED! 

^  One  Hundred  Men 

For  Class  No.   10 


^  Broadway  M.  E.  Sunday  School 

^  Bro.dw.r  Cor.  BoUcr  St. 

tf^  Every  SiukUt,  2. IS. 

^  MEN'S  Bible  Class          You  or.  invited-COME    g 

*^  Different  from  any  other  ClaM.                             X 

O  .' .    .        _       ® 


ASK    FOR   CLASS    lO 


The  Hemenway  Class 
»..For  Men... 

EVANSTON; 
Weoffer 
Good  Fellowship 

Good  Compaay 

Good  Teaching 

Song  Service,        :       9:30  to  10.00  A-  M. 
Lesson  Study,  10:00  "^  10:45    " 

DONT  BE  A  QUITTER. 

Don't  be  a  quitter— Keep  comiog 
Don't  be  indifferent— Respond 
Don't  talk  class— And  not  com« 
Don't  be  interested— When  you're  not 
Don't  frame  excuses — Poor  busings 
Don't  be  a  Quitter— Don't— Don't 

WE    NEED    YOU 

WE  WANT  YOU 

WE  MUST  HAVE  YOU 

WE  WILL  HAVE  YOU 

RESPOND. 


Mex's  BrsLE  CtjAsb  Nttmber  Tb^j 

Bhoauwa-t  M.  E.  Sundat-  School 


>WXIJt.  OORr>IAiX.V  WKLCOME  VOU  KITHKR   ia  A  ■ 


plymoutb  Voung  men's 
Bible  €la$$ 


Mr ^ 

Dear  Friend: 

i   regret  diat  you  were  not  ai  home  when 
caDed,  bat  hope  to  meet  you  in  the  Clan  next  Sunday. 


S¥^^^f  ^^^^l-^Cv^S"  £  '?!M^^-''^^^f'^^^J^,<^'^ 


Miscellaneous  forms. 


APPENDIX  267 


Lesf  You  Forget: 


rou  to 

'mak?  good."     The  mere  suRgestion,  from  past  experience,   )ustifies 
tbe  belie!  that  you  will  do  it.      We, rely  on  you  noiv. 
Fraternally  yours, 

£ARL'R.  CONDER,. "Chairman. 


iBttBinpsa  MtrxB  Stbl?  QUaaa 


YOU  COME 

Nezt  Sunday  Morning 

M.  E.  S.  S.  9-^0  A.  M. 

We  lead  IS  points        Lets  make  it  36 


Captain  of  .the  Oranges. 


Slble  Class  Rooms* 

Methodist  Church, 

ConshohooKen,Pa, 

Chairman  of  Attention  to  Stranger  Committee: 

.  ^  ,   ^  A  new  family  Is  reported  to 

have  moved  Into  your  district,  will  jrou  Xlndiy 
investigate  and  report  next  Babbathr 

Respectfully  yours,, 

Postal  card  forms. 


268 


APPENDIX 


Stock  forms. 


77?^  Organized  Adult  Bible  Class  ^% 

of  the  ^^ 

Invites  You  to  Join  Them. 

OUR  OBJECT:— The  Studg  of  the  Bible  and  General  Reli- 
gious, Intellectual  and  Social  Culture. 

We  have  a  Class  President,  Class  Teacher,  Secretary.  Treasurer  and  Mem- 
bership, Devotional  and  Social  Committees. 

COME  TO  OUR  NEXT  REGULAR  MEETING 


Invitation  extended  by : 


Q  Men's  Organized  Adult  Bible  Class 

Dear  Friend: 

HERE'S-  SOMETHING  DIFFERENT/ 
^  How  would  you  like  to  be  one  of  a  Class  of  Men  to  meet  once  a  week, 
on  Sunday,  to  discuss  vital  questions  of  the  day,  from  a  religious  standpoint? 

We  offer  you  Christian  fellowship,  earnest  sympathy  and  hearty  good 
cheer. 

This  is  an  invitation  to  visit  the  Class,  and  if  you  like  it,  to  join  us. 
We  will  help  you  to  spend  a  profitable  hour— the  week  will  go  better  if  you 
da  .Try  it 

Fraternally  yours,. 
The  Hour; 


Invitation  cards,  one  for  the  use  of  a  Mixed  Class,  the 
other  for  a  Men's  Class.  These  are  stock  forms  suitable 
for  the  use  of  any  class.  They  may  be  obtained  of  the 
Methodist  Book  Concern,  Chicago,  Cincinnati,  or  New  York. 


APPENDIX 


269 


Adult  Bible  Class 

of  the 

An  Organized  Class 


Regular  Meetings 
FOR  BIBLE  STUDY 
FOR  CHRISTIAN  FELLOWSHIP 

Teacher 
President 
Secrelarp 


o 


We  Invite  You 

To  Attend  the  Weekly  Devotional  Sessions 

Organized  Adult  Bible  Class 

of  the 

fflclliatliot  i£|]lBrapal  Svnilai}  dri|Opl 

i/n  Numbers- 
In  tnterest 
We  will  appreciate  your  presence. 
You  will  appreciate  the  fellowship. 

InvitatioD  extended  by 


The  Place; 
The  Hour: 


You  are  asked  to  call  upon                Cj 

Ne«co.ner     D       ^^  Organized  Adult 
^^.        □               Bible  Class 

^^"^        r-,             OURAJM.-AUalUand 
fromaass  Q                                  a!wa»satlL 

This  wiD  malie  for  a  better  and  stnuijer  class.  You  wiU  help! 

Dear  Friend:                                                                    ^m^ 

We  missed  pou  from  the  session  of  the  Adult  Bible 
aass  on  last  Sunday.     Your  absence  was  deeply  regretted. 
Our  aun  IS  Eoerg  Member  Present  Eperj)  Sundap.     We 
want  to  malie  our  class  so  fuU  of  interest  and  helpfUness 
that  no  one  will  stay  away  unless  prevented  by  some  unusual     ' 

If  sick  or  in  trouble  please  notify  us  that  someone 

CordiaUyyoms. 

becrew. 

Stock  forms,  suitable  for  use  by  any  class.  They  may  be 
obtained  of  the  Methodist  Book  Concern,  Chicago,  Cincin- 
nati, or  New  YoTk. 


INDEX 


Absentees,  Follow  up,  228. 

Activity,   Forms  of  religious,    183. 

Activity,  Maintaining  interest  and, 
228. 

Adams,   107. 

Administration  of  the  graded 
school,    14. 

Adult  Bible  Class.  (See  Organized 
Adult    Bible    Class.) 

Advertising  the  class,  234flf. 

Advertising,  The  object  and  value 
of,  235;  principles  of  successful 
class,  237;  methods  and  plans, 
239;  plans  of  distribution,  242, 

Age   limit,    250. 

Anecdote,   The,    119. 

Anderson,  Martin  B.,  126. 

Anniversary,    Class,    230. 

Announcements  in  hotels,  240. 

Application,    Practical,    97. 

Art  posters,   240. 

Association,  The  influence  of,  86; 
the  use  of,   105. 

Association  and  comparison,  94;  ac- 
quaints the  mind  with  the  new 
idea,  94. 

Athletics,  218. 

Attendance,  How  to  keep  up  the, 
227. 

Attention,   Interest  and,    loiff. 

Attention  may  be  gained  by  associ- 
ation of  interests,    105. 

Attention  is,  What,  106;  indispen- 
sable in  teaching,  107;  kinds  of, 
107;  without  effort,  107;  with  ef- 
fort, 108;  methods  of  attracting 
and  holding,  108;  present  an  ex- 
ample of,  hi;  acquiring  the 
power  of.   III. 

Author,  An  evening  with  a  cele- 
brated, 216. 

Banner,  A  class,  230. 
Barnes,  L.  C,   140. 


271 


Barnett,  222. 

Barrow,   210. 

Beardslee,   166. 

Beecher,    116,    128,    188. 

Bible,  The  variety  of,  6;  influence 
on  civilization,  39;  our  text-book, 
69;  the  living  source  book  of 
Christianity,  69;  the  book  of  life, 
70;   the  book   for  all  ages,   70. 

Big  brothers   group,    180. 

Books,  An  evening  with  noteworthj', 
215;   influence  of  good,   215. 

Boys'   messenger   service,    180. 

Brainerd,   David,    188. 

Browning,    210. 

Brumbaugh,    152. 

Building,    17. 

Bulletin  board,  Church,  182;  class, 
240. 

Burton  and  Mathews,  6,   11,  28,  84. 

Business  addresses,  216. 

Butler,  N.   M.,  20. 

Census,   Religious,   182. 

Change  and  variety,  Offer,   no. 

Change,  The  instinctive  desire  for, 
no. 

Channing,   171. 

Choate,   Rufus,   121, 

Church  attendance  to  be  encour- 
aged,  177. 

Church  Bible-school,   22. 

Church   bulletin,   A,    240. 

Church  is  larger  than  any  of  its 
parts,  .49. 

Church    paper,    Local,    182. 

Class.  (See  Organized  Adult  Bible 
Class.) 

Class  activities.  General,  209ff. 

Class   anniversary,   230. 

Class    co-operation,    133. 

Clas-s  finances,   254. 

Class,  How  to  build  up  and  main- 
tain a  strong,  223. 

2 


272 


INDEX 


Class  loyalty,   227. 

Class  organization  for  personal 
work,    194. 

Class  prayer-meeting,   178. 

Class  printing-press',  240. 

Class  song,   230. 

Class   yell,    230. 

Coe,   George  A.,   105,   155. 

Coleridge,   91. 

Command   and   entreaty,    108, 

Committee,    Invitation,    22T . 

Committees,  Additional,   251, 

Contest,   Membership,  22G. 

Converts  of  the  Church  from  the 
Sunday-school,  25. 

Conversation  method.   The,    142. 

Conversion  experiences  not  all  one 
type,  154- 

Cope,   H.   R,    12. 

Co-operation,  Class,  133. 

Course  of  Study  for  the  Adult  Bi- 
ble Class,  69;  determining  factors 
in  the  choice  of,  T2;  suggested 
courses,    74. 

Courses  to  meet  the  varied  interests 
of  adults',  71;  to  be  determined 
by  the  make-up  of  the  class,  73; 
to  be  such  as  the  teacher  is  pre- 
pared to  teach,  73;  will  depend 
upon  the  object  which  it  is  de- 
sired  to   attain,    t^. 

Creation   of   new   interests,    106. 

Curiosity,    The   appeal  to,    iii. 

Curriculum,  The  Adult  Department, 
71.    72. 

Danger  points,  47,  50. 
Deduction,  Too  frequently  used,  96. 
De  Garmo,  95. 
Democracy  of  spirit,   225. 
Dependence,    196. 
De  Quincy,    122. 
Dinner,   Class,    213. 
Distribution,  Plans  of,  242. 
Divisions   of   human  life,    13. 
Divisions   of   the    Svinday-school,    13. 
Double-up   campaign,    226. 
Downey,  David  G.,  44. 

Earnestness,   194. 

Eastern  proverb,   116. 

Education,   152. 

Education  a  larger  process  than 
teaching,  82. 

Encourage   the  workers',    179. 

Enforced    attention,    109. 

Enthusiasm  begotten  of  worth,  Per- 
manent,  224. 


Enthusiasm,   The  power  of,    i95- 

Equipment,    Adequate,    17. 

Evangelistic  aim  in  teaching,  15 iff; 
teaching  the  most  effective  evan- 
gelistic agency  with  some,  156; 
the  service  of  the  evangelistic  aim 
to  teaching,    157. 

Evangelism,  The  meaning  of  the 
term,  153;  evangelism  and  reviv- 
alism not  synonymous,  153;  not 
concerned  exclusively  with  the 
unconverted,  157;  the  v/ider 
evangelism,  156;  what  evangelism 
purposes,     154. 

Evangelistic  meetings  for  men,   181. 

Excursion,    213. 

Exposition    of    the    lesson,    145. 

Expression,  174;  no  impression  with- 
out,   175. 

Eyes  open,  Keep  the,   123. 

Failure,   Common  causes  of,   136. 

Farrar,   210. 

Faunce,  W.  H.  P.,  21,   2.4,  80. 

Feature   material,    241. 

Federation  of  Adult  Bible  Classes, 
184. 

Feeling  indispensable  to  religion, 
158. 

Fellowship,    Good,    176. 

Fergusson,    E.    M.,    12. 

Figures,   Think  in,    122. 

Finances,   Class,   254. 

Follow-up  plan,  227. 

Formal  process.  General  Comment 
on,   98. 

Formal  steps  in  the  teaching  proc- 
ess,  9  iff. 

Fresh-air  camp,   207. 

Friend,  The  teacher  must  become 
a  personal,  64. 

Friendship,  The  method  of,  192. 

Froebel,   152,  154. 

Generalization,    95;    the    danger    in, 

97. 
God   works  in  more   than   one   way, 

155. 

Goethe,    128. 

Graded  school.  Administration  of, 
14;  necessity  of  grading,  10;  plan 
of  organization,  13;  principles  un- 
derlying, 9;  what  constitutes,  9; 
objections    to    grading    considered. 

Grading,  working  in  harmony  with 
God,    13. 


INDEX 


273 


Gregory,  81,   107,   116,   131. 
Growth,  152. 

narrower,  Pascal,  6. 

Hart,  81. 

Herbart's  principles,  91. 

How  of  the  teacher's  task.  The,  84. 

Hudson,    M.   A.,    193. 

Human  life.  The  protection  of,  206. 


Ideal,  A  new,  21;  stated,  26;  its 
realization,   26. 

Illustration,  Essential  qualities  of 
rhetorical,  118;  finding  illustra- 
tions, 122;  importance  and  use 
of,  120;  kinds  of,  verbal,  117; 
material,  119;  illustrations  in 
teaching,  155;  most  forcible  form 
of,  118;  misuse  of,  122;  simplest 
form  of,  117;  the  value  of,  94; 
what  illustration  is,    117. 

Imagination,    Cultivate    the,    122. 

Indian  proverb,   80. 

Inattention,  Waste  through,  103; 
removal  of  cause  of,   109. 

Induction,  The  importance  of,  96; 
Jesus'    use   of,    169. 

Influence  of  association,  86;  of  an 
interested  teacher,    iii. 

Intellectually  alive,  The  teacher  to 
be,   59. 

Interest,    104. 

Interest,  Attention  through,   109. 

Interest  and  activity,  Maintaining, 
228. 

Interest  and  attention,  loiff;  the 
relation  of,  104. 

Interests  of  adults.  Courses  to  meet 
the  varied,   71. 

Interests,  The  discovery  of,   105. 

International  standard  of  organiza- 
tion,  249. 

Instinct  of  curiosity,    iii. 

Instruction  in  the  Sunday-school, 
must  meet  the  needs  of  all  ages, 
27;  must  be  emphasized,  28;  is 
fundamental  to  life,  84;  methods 
of,   I39ff. 

Invitation    Committee,    227. 

Isaiah,   200. 

James,   William,    104,    174. 

Jesus'  method.  Some  particulars  of, 
168;  appeal  to  the  will,  168;  his 
use  of  induction,  169;  his  use  of 
questions,    1 69. 


Jesus'  teaching,  Characteristics  of: 
brevity,  167;  intensity,  167;  near- 
ness   to    life    and    nature,    167. 

Jesus,  the  first  Christian  evangelist, 
153;  as  a  teacher,  i6iff;  His  cour- 
age, 165;  His  confidence  in  men, 
166;  He  spoKe  with  authority, 
166;  He  was  full  of  truth,  171; 
His  freedom  from  prejudice,  165; 
most  often  addressed  as  teacher, 
163;  qualities  of  Jesus  as  a 
teacher,    165. 

Kent,   C.   F.,   20. 
King,  H.  C,   152. 

Leadership  in  religious  work.  Im- 
portance  of,    184. 

Learning  to  religion.  The  service 
of,    60. 

Lecture  Course,  207. 

Lecture  method.  The,   144. 

Lesson  movement,   130. 

Lesson  plan,  A,  129;  utilizes  every 
moment,    130. 

Lesson,  Each,  planned  separately, 
129;  made  of  practical  value,   149. 

Lesson  program,  216. 

Letter,    The,    193. 

Library,   179. 

Life,   Religious,   225. 

Literary    Committee,    215. 

Literary  interests  of  the  class,  215. 

Literary  lecture,    216. 

Living  conditions.  The  improvement 
of,   204. 

Love  of  truth  required  in  a  teacher, 
61. 

Lowell,  James   Russell,    222. 

Loyalty,    Develop    class,    227. 

Luther,  Martin,  20,   152. 

Mabie,   Hamilton   Wright,    128. 
Man   determines   the   message,   The, 

57. 
Marion,    126. 
Mark,    102. 

Maxwell,    Wm.    H.,    56. 
McFarland,   J.    T.,   6,    174,    200. 
McKean,   May  F.,  234. 
McMurray,   90,  91,   98. 
Meetings   for  men,    181. 
Members,   Recognition  of  new,   230. 
Membership  contest,   226. 
Membership,     Methods    of    building 

up  the  class,  224. 
Men,   Meetings   for,    181. 
Men's  supper,  214. 


274 


INDEX 


Mental   vitality,    Importance   of,    59. 

Metaphor,    The,    118. 

Methodism,  The  social  creed  of, 
202. 

Methods  of  attracting  and  holding 
the   attention,    108. 

Methods  of  building  up  class  mem- 
bership,   224. 

Methods  of  instruction,  i39ff; 
should  be  suited  to  conditions, 
147;    should   be   varied,    147. 

Mill,  J.    S.,    133. 

Milton,    171. 

Missionary,    Sunday-school,    183. 

Mistakes,  Avoidance  of  common, 
136. 

Motives,   195. 

Nature  study,  218. 

New  ideas,   Bringing  in,  92. 

Nott,   68. 


Object   teaching.    Forms   of,    119. 

Objections   to   advertising  met,    236. 

Observation,   Use,    122. 

Opening    service,    15. 

Organization  of  the  class,  Advan- 
tages of,  35;  creates  classi  spirit, 
36;  inspires  activity,  27  \  insures 
permanency,  36;  determination  of 
the  form  of,  250;  meets  a  social 
need,  37;  objections  to,  40;  offi- 
cers additional.  251;  officers  and 
their  duties,  class,  247;  promotes 
class   growth,    35. 

Organization  of  the  school,  Condi- 
tions determine  the  details  of,  7; 
the  ideal  standard  of,  8;  officers 
necessary,    8. 

Organized  Adult  Bible  Class,  3 iff; 
advantages  over  other  organiza- 
tions, 39;  denominational  recog- 
nition of,  34;  aids  the  Sunday- 
school  to  become  a  Church  Bible- 
school,  48;  brings  the  adult  work 
into  greater  prominence,  47 ; 
class  contribution,  182;  class  or- 
ganized for  personal  work,  the, 
194;  class  teacher,  the,  5sff; 
class  officers  and  their  duties, 
247ff;  course  of  study,  67ff; 
exemplifies  a  democratic  and 
Christian  spirit,  40;  furnishes 
work  for  other  departments,  48; 
Genesis  and  growth,  33;  general 
class  activities,  209ff;  how  to 
build    up    and    maintain    a    strong 


class,  22oflf;  means  of  spiritual 
growth  to  each  member,  177; 
must  not  become  a  second  church, 
50;  methods  of  building  up  class 
membership,  224;  possesses  a  suf- 
ficient chief  aim,  39;  principles 
which  must  rule  in  organization 
and  activities,  46;  relation  to  the 
Sunday-school  and  the  church, 
43ff;  religious  work  of,  I73ff; 
school  of  practice,  a,  176;  service 
to  the  church,  50;  service  to  the 
Sunday-school,  47;  social  life  of 
the  class,  211;  social  service  of 
the  class,  i99ff;  standard,  33; 
what  constitutes  a  strong  class, 
22^\  why  advertise,  235. 
Original  incidents,  Use,   122. 

Parks  and  playgrounds,   207. 

Pastor,    213. 

Pastor,  relation  to  the  Sunday- 
school,   8. 

Pastoral    work,    182. 

Patience,    195. 

Paul,   56. 

Pearce,  W.  C,  32,  44. 

Peck,   J.    p.,    197- 

Personal  interest,   229. 

Pers\3nal    letters,    241. 

P  e  r  s  o  n  al  qualifications  of  the 
teacher,   57. 

Personal  qualities  which  point  the 
message,  58. 

Personal   solicitation,    226. 

Personal  work.  The  importance  and 
need  of,  189;  the  obligation  of 
every  Christian,  190;  a  neglected 
service,  19a;  difficulty,  191;  its 
neglect  a  spiritual  defect,  192; 
methods,  192;  effectiveness  of, 
196. 

Personal    workers'    group,    19.4. 

Pestalozzi,   82,   116. 

Philanthropic  agencies,    206. 

Phillips,    J.    N.,   248. 

Plan,  A  lesson,   129. 

Plan,    Follow-up,   227. 

Plato,  80. 

Point    of    contact,    Discover,    91. 

Points  to  be  guarded,   47, 

Post  cards,    241. 

Posters,  Art,  240. 

Practical  application,  97. 

Praise,    134. 

Prayer,   The   secret   service   of,    193. 

Prayer-meeting,  Class,  178;  increase 
the   weekly,    181. 


INDEX 


275 


Preparation,  91. 

Preparation  always  necessary,  127; 
made  a  matter  of  habit,  127; 
necessity  of  general,  128;  ade- 
quate particular,  129;  rules  for 
lesson,   129. 

Preparation  of  Jestis  for  His  work 
as  teacher,   164. 

Presentation,  92;  principles  govern- 
ing in,   93. 

Presidents,  An  evening  with,  217. 

President,   The   class,   252. 

Press,   A   class  printing,   240. 

Press,   Use  of  the  secular,   239. 

Principles  in  the  construction  of  a 
curriculum  for  an  adult  depart- 
ment.  Guiding,   71. 

Principles  of  conduct,  Jesus  formu- 
lated  positive,    170. 

Principles  of  successful  class  adver- 
tising,   2^7. 

Principles  which  must  rule  in  or- 
ganization and  activity  of  the 
class,  46. 

Programs,   Printed,   240. 

Promptness,    The    value    of,    130. 

Psalmist,   The,   248. 

Publicity    campaign,    242. 

Publicity   week,    226. 

Questioning,  Artful,    131. 

Questions,   jesus'    use   of,    169. 

Questions  to  teaching.  The  service 
of,  131;  thought  guided  and  de- 
veloped  by,    143. 

Questions,   Valueless,    132. 

Recitation,    140. 

Recitation  method,  The,   141. 

Reisner,  Christian  F.,  234. 

Relations  of  the  class  to  the 
church  and  the  Sunday-school 
must  be  defined  and  recognized, 
45;    to   the    Sunday-school,    46. 

Religious  development  indispensable 
to  true  education,   22. 

Religious  instruction  in  the  public 
schools,    Decline    of,    24. 

Religious   life,   225. 

Religious  work  of  the  Adult  Bible 
Class,  i73ff;  for  the  school,  179; 
for  the  church,  181;  additional 
forms   of,    183. 

Review,  134;  defined,  135;  impor- 
tance of,    135. 

Roark,   90. 

Room,   A   class,   224. 

Roosevelt,    Theodore,    68. 


Sadler,   200. 

Sayford,  S.  M.,   189. 

Secretary,   The,   253. 

Secrets  of  successful  teaching. 
Open,    i25ff. 

Secret  service  of  prayer,   193. 

Secular  press.  Use  of,  239. 

Separate  rooms  for  departments  and 
classes,    14. 

Service  of  the  Adult  Bible  Class  to 
the    Sunday-school,    47. 

Service  is  in  being.  The  highest,  58. 

Simile,    The,    117. 

Social  affairs  for  a  year,  212. 

Social   creed  of   Methodism,   202. 

Social  life  of  the  class,  211. 

Socials,    212. 

Social  service.  Practical  forms  of, 
i99ff;  social  service,  what  it  is, 
201;  the  church  and,  202;  studies, 
217. 

Social  settlement  work,  Aid  in,  206. 

Socrates,    131. 

South,    Robert,    120,    146. 

Special   courses   of   study,    74. 

Spencer,    120. 

Spirit,    Democracy   of,    225. 

Spirit   of   the   classroom,    148. 

Spiritual  work  of  the  Sunday-school 
centers   in   the   teacher,    62. 

Spontaneous    attention,     107. 

Spurgeon,    126,    194. 

Squad   system.    The,    228. 

Stationery,    Class,   230. 

Stereopticon,    217. 

Stories,    The   use   of,    119. 

Strength,  The  determination  of, 
223. 

Substitute  teachers,    180. 

Sunday  evening  service,    181. 

Sunday-school,  The  graded,  sff;  a 
new  ideal  for  the,  21;  as  the 
Church  Bible-school,  22;  not  the 
children's  church,  22;  chief 
agency  of  religious  education,  23; 
inherits  the  teaching  function  of 
the  early  Church,  25;  must  be- 
come the  Church  Bible-s'chool, 
26;  must  be  made  educationally 
efficient,  27;  a  school  for  adults 
as  well  as   for  children,  47. 

System,   The  squad,  228. 


Tact,    194. 

Tardiness,   136. 

Task  of  the   Sunday-school  teacher, 

83. 

2 


276 


INDEX 


Teacher,  The  class,  55^;  personal 
qualifications  of,  57;  to  oe  intel- 
lectually alive,  59;  to  respect 
learning,  60;  to  be  devoted  to 
truth,  61 ;  to  make  the  Sunday- 
school  minister  to  the  spiritual 
life,  62;  to  make  the  Sunday- 
school  worth  while  from  the 
standpoint  of  religious  instruc- 
tion, 62;  to  concern  himself  in 
the  personal  welfare  of  every 
member  of  his  class,  63;  is  an 
educator,  the  true,  83;  tas'k  of 
the  Sunday-school,  83;  is  to 
teach,  84;  is  to  aid  spiritual  de- 
velopment, 84;  is  to  utilize  the 
power  of  personal  contact,  85;  the 
teacher  as  a  class  officer,  252. 

Teacher  come  from  God,  The,  i62tt. 

Teachers   for   certain   grades,    16. 

Teacher's  making  of  himself,  57". 
responsibility  to  the  truth,  59;  to 
his  class,  61;  preparation  of  the 
lesson,  127;  responsibility  as  an 
evangelist,    156. 

Teacher-training,   29;    courses,   74. 

Teaching  defined,  81 ;  a  co-operative 
process,  82;  teaching  and  educa- 
tion, 82;  attention  indispensable 
to,  107;  open  secrets  of  success- 
ful,  i26ff;  test  of  successful,   176. 

Teaching  period  must  be  length- 
ened,  29. 


Test  of  attention,  A,  103. 
Topical  Method,  The,  146. 
Training    for    workers    supplied    by 

the  Adult  Bible  Class,   49- 
Training    of    teachers,    Courses    for, 

12,      74. 

Trains  the  Church's  recruits,  51. 
Treasurer,  The,   253. 

Trumbull,  H.   C,   81,   102,   188. 

Truth,    The    teacher's    responsibility 

to  the,   59;   love  of,  required  in  a 

teacher,  61. 

Uniform  les'sons.  Advantages  in,  74. 

Van   Dyke,   Henry,    248. 
Vice-President,    253. 
Visit  the   sick,    178. 
Voluntary    attention,    108. 

Wallace,    Alfred    Russell,    56. 
Waste    through    inattention,    103. 
West,  A.   F.,   57.    Uo. 
White,    13  5- 
White,    E.    E.,    56. 
Will,  Jesus'   appeal  to  the,    168.       _ 
Winning     men     to     personal     allegi- 
ance  to  Christ,    i88ff. 
Wood  and  Hall,   32,  44- 
Word,  Doers  of  the,  175. 

Yell,  A  class,  230. 


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